Page 56 - EW August 2023

Cover Story

NCF FOR SCHOOL EDUCATION 2023
Assessment & testing guidelines

he learning assessment man-
dates of the National Curricu-
Tlum Framework for School
Education (NCFSE) 2023 are well-
aligned with the objectives of NEP
2020. NEP 2020 unambiguously calls
for a shift from “summative assess-
ment that encourages today’s coach-
ing culture to formative assessment”,
“continuous review of progress” and
reform of board/entrance examina-
tions.
Consequently, NCFSE 2023 recom-
mends that the new assessment sys-
tem “shifts from one that is summative
and primarily tests rote memorisation
skills to one that is more regular and
formative, is more competency-based,
promotes learning and development
for our students, and tests higher-
order skills, such as analysis, critical
thinking, and conceptual clarity”. Foundational stage children: tests and exams prohibition
In Chapter 3, Section 3.4 (pages 83-
89), NCFSE 2023 details the aims and and documentation. Teachers should be introduced to help children moni-
objectives of learning assessment un- describe and analyse children’s prog- tor the trajectory of their own learn-
der the new 5+3+3+4 curricular and ress through systematic collection of ing.
pedagogical structure of school educa- evidence. • At the end of this stage, teachers
tion ordered by NEP 2020. • Two appropriate assessment meth- should prepare a comprehensive sum-
ods which teachers are advised to use mative assessment of the student’s
Foundational stage are observation of the child and ana- readiness to enter middle school.
(Preschool-class II) lysing art works that she has produced
Though a separate and distinct Na- as part of her learning experience. Middle school
tional Curriculum Framework for (Classes VI-VIII)
Foundational Stage (NCF-FS) 2022 Preparatory stage • With the increase of curriculum load
details at great length (360 pages) the (Class III-V) in every subject, assessment should
curriculum, pedagogy and assessment • With the start of more formal learn- continue to test learning outcomes in
of early childhood education, NCFSE ing, teachers should design a robust all subjects including co-curricular.
2023 also includes assessment guide- system of formative assessment to • With the focus of the curriculum
lines for early childhood education. track the progress of children. moving to conceptual understanding
Summarising NCF-FS released last • Children learn better when they are and higher order thinking, teachers
October, it says: aware of the competencies to be at- should introduce pupils to learning
• Explicit tests and examinations tained. Teachers should make them through projects, debates, presenta-
are completely inappropriate for this understand the desired competency tions, experiments, investigations,
stage. to be achieved periodically. role play, journals and compile port-
• Assessment should allow for diver- • Written tests can be introduced at folios to assess learning.
sity among children and their learning this stage. • Teachers should use regular sum-
speed. Teachers should design differ- • Teachers should prepare portfolios mative assessments at this stage to
ent types of assessment processes and to capture children’s progress holisti- enable students to synthesise their
use each process appropriately. cally. learning at logical intervals (e.g, year-
• Assessment should enable recording • Peer and self-assessment should also end, term-end, unit of learning-end).

56 EDUCATIONWORLD AUGUST 2023