In the near future, in order to provide relief to students seeking admission to institutions in India and overseas, an algorithmic method must be developed that would help students navigate the current situation equitably and openly. Unfortunately, because of the urgency of the situation, any solution proposed will have critics, since none will be flawless. To ensure that the result is verified and approved by the CBSE, a number of scientific permutations and combinations will have to be worked out, which may include calculating performance averages from Class X to Class XII, gathering evidence from historical data, and establishing a referral year.
Our long-term goals of internal evaluations, teacher training, online and offline bridging, and investing in technology channels for student access, on the other hand, should be implemented immediately. This will help to alter the learning dynamics.
Assessment is described as a systematic evaluation of learning that includes the use of data gathered from a variety of situations as well as constant feedback. We do not provide a diversity of learning opportunities to our students; thus, this description contradicts how we grade them. We evaluate them in the national examinations with a three-hour year-end standardised test.
Multiple rubrics should be used in assessments. This will aid in determining what learners know, measuring their comprehension, tracking progress, planning the next step, assigning corrective work, and providing continual feedback to stakeholders.
In order to maintain comparability in teacher evaluation, it is critical to create accurate and objective cross-assessments. It's also critical to provide a framework for evaluating more independently. Depending on the subjects, different evaluation tools are required. In science, a student cannot be evaluated in the same manner that she is in languages.
Application-based questions are required. Case study banks with less knowledge and memory-based activities should be established. Interesting testing techniques should be tried, such as gamified tests, frequent midterms, and project-based tests. A single grade or set of marks for a single event cannot be used to validate a year's worth of work.
Creating thinking mobility, stabilising online-offline routes, and strategizing the techniques needed to modify assessment and teaching learning methodology are the three most critical things to undertake to bring about change.
To do so, we need to develop capacity-building methods that provide each child with a diverse set of skills and place a premium on her competencies, values, and attitudes, utilising experiential pedagogy that incorporates art, play, life skills, social and emotional learning, and an interdisciplinary approach.
The National Education Policy's assessments signal a change from a summative to a formative and competency-based learning system. Assessments in this framework must be based on teacher-student feedback, which is critical for understanding students' priorities and empowering instructors to address their learning needs.
The teacher's position must be changed. She should be able to speed up change, rethink processes with equality in mind, respond to criticism, promote collaboration, capture and pollinate ideas, and foster a research and development culture. Governments, parents, and all other stakeholders must trust schools and teachers to be real change agents.