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Government Proposes Incorporating Class 9-11 marks into Class 12 Report Cards
Context:
A recent report from PARAKH, a unit created within NCERT to standardise assessments across school boards, suggests that a student’s performance in Classes 9, 10 and 11, assessed through both exams and continuous classwork, should be factored into their Class 12 report card.
More on News:
- This recommendation aligns with the National Education Policy, aiming to ensure standardised assessment practices, enhance capacity development, carry out achievement surveys, and establish consistency across various school boards.
- The proposal aims to create a comprehensive evaluation system that reflects students’ consistent performance throughout high school, rather than relying solely on final year exams.
- The Holistic Progress Card incorporates self-evaluation, teacher assessments, and peer feedback to reflect various aspects of student progress beyond exams.
- Weightage for Classes 9-12: Class 9: 15%, Class 10: 20%, Class 11: 25%, Class 12: 40%.
- Assessment Breakdown:
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- Class 9: 70% formative assessments (continuous classroom work) and 30% summative assessments (term-end exams).
- Class 10: 50% formative and 50% summative.
- Class 11: 40% formative and 60% summative.
- Class 12: 30% formative and 70% summative.
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About PARAKH:
- National Assessment Centre – PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) was established within NCERT in March 2023 as an independent body under the Ministry of Education.
- It sets norms, standards, guidelines, and implements activities related to student assessment to fulfil the objectives outlined by the National Education Policy 2020.
- Major Areas of Focus:
- Objectives: The State Educational Achievement Survey 2023 aims to achieve the following objectives:
- Map the learning competencies to the student achievement at the block level at the end of each stage (foundational, preparatory and middle) in grades 3, 6, and 9 in Language and Mathematics.
- Ensure the validity and comparability of assessment results with future surveys.
- Gather background data through questionnaires to understand the factors
- influencing educational outcomes.
- Provide insights to educational policymakers for evidence-based decision-making.
- Providing impetus for teacher’s training at the end of each stage (preparatory, foundation, and middle) in “Competency Based Assessment”.
