Assessment has two purpose - measuring achievement of student learning and gauging
effectiveness of classroom processes and teaching materials in teaching and learning.
The aim of assessment in the culture of our schooling system will shift from one that is
summative and primarily tests rote memorization 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. The
primary purpose of assessment will indeed be for learning; it will help the teacher and
student, and the entire schooling system, continuously revise teaching-learning processes to
optimize learning and development for all stu- dents. This will be the underlying principle for
assessment at all levels of education. [ [NEP 2020, 4.34].
In the everyday of the classroom, assessment refers to any process of gathering information
about student learning that can be interpreted, analysed, and used by the Teacher (mainly)
for guiding the teaching-learning process, aggregating student learning at relevant junctures
and in reporting student progress over time.
Educational assessment, thus, plays a critical role in improving teaching and learning.
Assessment is also used for certifying student learning and education completion at key
stages (e.g., Grade 10, Grade 12).
The Academic year is divided into two semesters. The Annual Calendar would provide
information related to various activities, competitions planned for the Academic Session.
Types of Assessment
Assessments could be formative or summative, both are equally important for improving
teaching and learning
Formative Assessments
are continuous and ongoing. They are used to track student
learning to provide ongoing feedback that can be used by both Teachers to improve their
teaching and students to improve their learning. Formative assessments are generally
low stakes and do not have strong consequences. Some examples of formative
assessments include observing student behaviour in class, asking students to draw a
concept map in class to represent their understanding of a topic or write a few sentences
with a friend on a poem they have read.
Summative Assessments
evaluate student learning at the end of a lesson or a logical
period of teaching. Summative assessments are normally high stakes in that they
compare student performance to a benchmark or standard and have some consequence.
Some examples of summative assessments include a term-end test, submission of a
project or writing a paper. Results of summative assessment can also be used for
formative purposes i.e., informing teaching and learning.
