No written test till class 2, proposes draft NCF

Clear tests and examinations are completely inappropriate assessment tools for children up to class 2 and written tests should be introduced from class 3 onwards, the draft National Curriculum Framework (NCF) has recommended, stressing that assessment The methods should be such that they do not contribute in any way. additional burden on the child

No written exam till class 2, assessment should not put additional burden on children: Draft NCF (HT File photo/for representation)
No written exam till class 2, assessment should not put additional burden on children: Draft NCF (HT File photo/for representation)

The framework being developed on the lines of the new National Education Policy (NEP) suggests that two important methods of assessment that are appropriate for the foundational stage are observation of the child and analysis of the artifacts the child has made in his/her learning. Designed as part of the experience. ,

The draft states that categorical tests and examinations are completely inappropriate assessment tools for the foundational stage (preschool to class 2).

“Assessment should allow for diversity among children and in their learning. Children learn differently and express their learning differently. There can be many ways to assess learning outcomes or competency achievement The teacher should have the ability to design a variety of assessments for the same learning outcome and make appropriate use of each assessment.

“Assessment should enable recording and documentation. Children’s progress should be described and analyzed through the systematic collection of evidence. Assessment should not contribute to any additional burden for the child. Assessment tools and procedures should be designed in such a way that should be designed such that they are a natural extension of the learning experience for the child,” it adds.

Describing evaluation for the preparatory stage (Classes 3 to 5), the draft recommends that “written tests should be introduced at this stage”.

“A variety of assessment methods should be used to promote learning. Departments can be used to holistically capture the progress of students through their work. This gives parents an overview of their learning.” Can also provide reliable picture. Peer and self-assessment can also be introduced to help. Students monitor their own learning trajectory.

“At the end of the preparatory phase, there should be a comprehensive summative assessment of student readiness to enter the middle phase where a number of new curricular areas are introduced,” it adds.

The education ministry on Thursday released the “pre-draft” of the NCF for school education and invited suggestions from stakeholders such as students, parents, teachers and scholars.

The draft, prepared by a panel headed by former ISRO chief K Kasturirangan, suggested that in the middle stage (Classes 6 to 8), the focus of the curriculum should be on conceptual understanding and higher-level abilities.

“Therefore, classroom assessment techniques such as projects, debates, presentations, experiments, investigations, role plays, journals and portfolios should be used to assess learning. Regular summative assessment at this stage enables students to assess their learning at logical intervals. It will help to synthesize such as year-end, session-end, unit-end. Summative assessment which includes multiple choice questions and constructed answers like short and long answers may be used from time to time,” it says.

At the secondary stage (Classes 9 to 12), the panel has stressed that comprehensive classroom evaluation should be practiced effectively to facilitate meaningful learning and formative feedback. Regular summative assessment should be conducted to record students learning against competencies.

“Self-evaluation will play an important role in student learning at this stage. Students should be given the facility to monitor what they are learning and use the feedback from this monitoring to adjust, adapt and Do it to decide.

“Summative assessment may be designed to enable assessment of competencies using case-based questions, simulations and essay-type questions. At this stage, students may prepare for board examinations and One should also be prepared for other selection tests and livelihood opportunities,” the draft adds.

According to ministry officials, the textbooks will be introduced from next year as per the new NCF.

The Ministry of Education has prepared four NCFs based on the 5 3 3 4 ‘Curriculum and Pedagogy’ structure recommended by NEP 2020 for school education.

The ministry launched the NCF for the Foundational Phase (NCF-FS) for children aged 3-8 years in October 2022. In continuation of that policy, the next NCF for school education is being prepared.

Reforms in class 10 and 12 board examinations, aligning the shift from 10 2 structure to 5 3 3 4 structure and emphasizing on a developmental approach by suggesting curricular and pedagogic changes at different stages – foundational, elementary, middle and secondary – Among the recommendations made in pre-draft.

The NCF has been revised four times – in 1975, 1988, 2000 and 2005. The new proposed amendment will be the fifth amendment to the framework.

The text of this story is published from a wire agency feed without any modification. Only the headline has been changed.

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