Authors : Naheed Niyamat Hussain and Aejaz U. Shaikh
Page Nos : 107-111
Description :
Assessments play a critical function in the educational system. When properly designed, assessments can be used to support learning, help students receive input on their own learning, and provide data that can be used by stakeholders outside the classroom to evaluate a particular course of study, the lessons that the learners are taking away from it, and other factors.
Around the world, the common core is becoming more common in schools. A test that is designed such that every person who takes it is responding to the same topics or portions of them from a common set of questions is known as a standardisation appraisal. The exam is subsequently graded in a consistent or standard manner, enabling a test-taker to compare their results with those of other test-takers.
That No Detention Program (NDP), time-of-life education, and periodic proper evaluation concepts were introduced by the Rights to Education (RTE) Act of 2009, which led to some substantial reforms (CCE). Nevertheless, the majority of instructors across the country still struggle to understand what CCE is in reality or how NDP influences student development. These concepts acknowledge the core educational objectives in addition to the reality that learning is a continuous rather than a destination on its own. The systemic implementation of the new methods will make it possible to integrate policies and practices.
NDP should only be relevant up to grade, according to the Central Advisory Board of Education's (CABE) subcommittee report on assessment, which was just released. The decision to abolish the NDP is the subject of a heated national discussion. The effectiveness of the CCE model is being questioned by certain significant lobbying groups.
