-NEP and Assessment Reforms -

NEP and Assessment Reforms –

Preparing
Preparing for Change
for Change while
while Keeping Keeping
the Focus the
on Learning
Focus on Learning

Ms. Ipsita Banerjee

 Session Instructions
• This will be an interactive session – the more we share, the
more we learn
• In session sharing of ideas will be on a voluntary basis.
• I will love your whole hearted participation
Let’s LEAP & Not Walk
 Session

• For supporting Learning Enhancement

Incorporating the Key

Elements of NEP2020
•Do we require to
redesign the Indian
Education System ?
(why redesign & not change !)

•Yes/No
 What to expect from the Session
WHO should we redesign WHAT should we redesign ?
the Curriculum for ? Syllabus/content/delivery

HOW will we deliver this in WHEN will we know we have

our Classroom ? achieved our objective/s ?
Pedagogy/lesson plans Assessment
 NEP2020

A consolidated document that

gives Schools a clear guideline
on WHY and WHAT to
redesign
NEP2020 is no BIG ELEPHANT…….
……
 Objective of today’s Session
HOW do we redesign our Curriculum/Academic Plans to ensure
 That learners imbibe 21st Century skills
 Focus on all Development Areas of our learners – physical, social,
emotional, cerebral, spiritual, aesthetic
Be good human beings rooted in sound values
Live in coherence with nature and society
Be sensitive and empathetic towards own and other’s strengths and
weaknesses
Contribute to making the world a better place
 Session rests on the following
beliefs…..
Learning is deep rooted

• When learners are engaged and involved in the process of learning &
creating

• When learners follow an ongoing process of Review, Research & Reform.

• All learners to know the WHY, WHAT & HOW of whatever they are
doing
 Schooling/Education/Learning

 Are they connected ?

 Do we need to bring about a shift in these……………………..
 What out of the
WHY... above 3 needs
the most
‘SHIFT’ ?
(Eg:Hare & the Tortoise)
 Key Elements of NEP2020

We will have discussion based on

-Key elements of the NEP
-Pedagogy
-Suggested strategies for implementation
S No Key Elements Of the NEP to be Pedagogy Suggested strategies for implementation
aligned to the Curriculum

1
Content to concept & A. Lesson Plans to a. Planning based on content, concepts and
competency-based focus on conceptual skills
understanding of
learning book content &
development of
skills to apply that b. All related strategies & resources to be
content to life revised with emphasis on concepts and their
situations application to real life.

c. Textbook to be used as a tool for reference

with effort to move learning beyond
textbook.

d. Textbook to be supported by skill based

Worksheets
S No Key Elements Of the NEP to be Pedagogy Suggested strategies for implementation
aligned to the Curriculum

2 ‘Creating independent Philosophies to support this are a. Teacher’s desk to be placed at the
back of the class
thinkers & lifelong A. inquiry based learning - b-Arrangements of students seating
learners who take B. multiple intelligences, should always be such as to facilitate
accountability of their group work.
C. Project & Research Based Learning c- Teachers to create hooks that
own learning. encourages children to think
D. Blended & Balanced Learning – d- Student driven class where teacher is
what to blend & how much to blend
a facilitator & co learner. Exposure to a
E. Reggio Emilia Approach variety of learning experiences.
e-. Recognizing key elements of these
F. Learner Centered Approach to philosophies & incorporating them into
learning/teaching the Lesson Plan.
- Subject to suggestions & discussions. f Ongoing training for a thorough
Teachers to be aware of how the above understating of the selected
can be applied to students learning.
pedagogies/Approaches.
S No Key Elements Of the NEP Pedagogy Suggested strategies for implementation
to be aligned to the
Curriculum

3 Enhancement of A. Wide a. Parents connect to keep them apprised with WHY we are
School Ecosystem dissemination doing WHAT we are doing.

B. Wide c. Community connect – activities beneficial to our community

discussion d. Involving children in formulating Essential Agreements &
other School decisions
C.
f. Using soft board information, displayable resources & digital
Demystification
sharing to promote concepts being dealt with across the School.
D. Creating a g. Play areas & resource room with specific objectives
rich learning h. Learning corners in classrooms ( Pre-Nursery to Grade 2 )
environment – Above to be as per the need and requirement of individual
visual & audio School.
S No Key Elements Of the NEP Pedagogy Suggested strategies for implementation
to be aligned to the
Curriculum
4
integration – no A. Integratio a. A ‘Class Activity’ period
every
n across the 5 month/term , where 5 sections put up
areas of elements of
development to ‘wholistic’ a show – a collaborative effort
development - between the co scholastic teacher &
exist in silos. a subject teacher/Class Teacher.
Integrating subjects this to be
with values & SDG achieved by
goals integration b. Group planning of lessons with
across all inputs from teachers of all domains.
subjects.
S No Key Elements Of the Pedagogy Suggested strategies for implementation
NEP to be aligned to
the Curriculum

5
IT A. IT as a tool & Each IT period/session to be
integration not as a subject. integrated with an academic or
- IT Syllabus to be co scholastic subject – wherein
covered through the skills required in IT are
the Syllabus of all strengthened in sync with the
other domains. subject content.
S No Key Elements Of the NEP to Pedagogy Suggested strategies for implementation
be aligned to the Curriculum

6 Taking A. Self Study time a. 1 session a day allocated to

accountability of 1 subject – work is
explained beforehand &
their own learning
put up on the board.
Students organize
- ability to make themselves and attempt the
the right choices assignment independently.
b. Encouragement to attempt
tasks independently –
evaluation to be process
driven & not product
driven.
S No Key Elements Of the NEP to be aligned Pedagogy Suggested strategies for implementation
to the Curriculum

7
Develop skills to A. Experiential & - Pre Brief with objectives
Hands on learning &
apply knowledge to B. Skill based Follow up
real life situations. ongoing
Assessments - Assignment based on real
life experiences
S No Key Elements Of the NEP to be Pedagogy Suggested strategies for
aligned to the Curriculum implementation
8.
Documentation with A. Philosop a. Student Portfolio to
evidence to track a child’s hy – Making be sent home at the
learning path – give Learning end of every
every child a feeling of Academic Year – IT
‘Self Achievement’ Visible Project
b. Children's’ work to
be displayed , with
supporting
information by the
teachers.
S No Key Elements Of the NEP to be aligned to the Pedagogy Suggested strategies for
Curriculum implementation
9. Assessment system A. Ongoing a. Ongoing assessment of
assessments skills & competencies –
anecdotal records
B. Skills & Assessment to be objective
competencies to and rubric focused.
be assessed
b. Exam to assess both
C. Regular content and skills.
exams/reviews &
progress cards. c. SELF EVALUATION
S No Key Elements Of the NEP to be Pedagogy Suggested strategies for
aligned to the Curriculum implementation

10. Vocationalization a. From Grade 1 a. clubs & hobbies

to Grade 8 every
b. exhibition at the end
child is exposed
of the year to make
to many visible, the LOs achieved.
vocations
S No Key Elements Of the NEP to be aligned Pedagogy Suggested strategies
to the Curriculum for implementation

11. Remedial & Enrichment tasks to be planned Planning to be

Program at two different done with
& levels Grade level
Differentiated Learning in subject experts
Classrooms.
WHY school years……….
 The People Intervention

To bring about the ‘SHIFT’ most important are

the ‘Learners’ – both students and teachers

(Let’s know our learners & know ourselves)

 WHO are we redesigning the curriculum
for?
Verbs of teaching govern two accusatives –
John Adams
“The master taught John Latin”

He must know JOHN and he must know latin

The teacher must know:

1. Child Psychology
2. Have Subject Expertise
• THEN WHY THE HECK DON’T YOU COME
AND TEACH MY CLASS
 We will support you in
aligning your subject expertise
to Ram’s & Rubina’s needs
SKILLS that contribute to consistent growth
of all Areas of Development

•Subject Specific Skills

•Life Skills
midbrain
Hence, it is important to use content and skills
together.
Outcomes of such learning
 Your thoughts on these………

• The Schools follows a formal classroom approach

• A syllabus bound program for just teaching the 3Rs
• A program that emphasizes passive listening and rote learning
• A rigid and inflexible timetable
• Demands unquestioning classroom discipline from learners
Be the change
maker…………………..
 A Cup of Tea
Nan-in, a Japanese master during the Meiji era (1868-1912),
received a university professor who came to inquire about
Zen. Nan-in served tea. He poured his visitor’s cup full, and
then kept on pouring.

The professor watched the overflow until he no longer could

restrain himself. “It is overfull. No more will go in!”

Nan-in said, “How can I show you Zen unless you first empty
your cup?”
Let’s empty the cup and look inwards

Reflect,
Introspect and
Question

4
1
The Science of Inner Engineering

I AM NOT THE PRODUCT OF

MY
Circumstances

I AM THE PRODUCT OF MY
DECISIONS & MINDSET
- Stephen Covey
 Moving Mind

Two men were arguing about a flag flapping in the wind.

“It’s the wind that is really moving,” stated the first one. “No,
it is the flag that is moving,” contended the second.

A Zen master, who happened to be walking by, overheard the

debate and interrupted them. “Neither the flag nor the wind
is moving,” he said, “It is MIND that moves.”
Are We Ready?
 Heart of a learning organization
“At the heart of a learning organization is a shift of mind – from seeing
ourselves as separate from the world to connected to the world, from seeing
problems as caused by someone or something ‘out there’ to seeing how our
own actions create the problems we experience. A learning organization is a
place where people are continually discovering how they create their reality
and how they can change it.”

Peter Senge
 Ongoing Reflection upon…………..

• Concept & Competency Based Learning & Assessment

• Integration across all areas of development
• WHY , WHAT & HOW of all that we do
• Incorporate sound values to create good human beings
• Live in coherence with nature and the community.
 NEP 2020 – Process and Background
1968 1986 1992 2020

New Education National

Kothari NEP Plan of Education
Commission Policy Action Policy

Timeline

NEP 2020
• Committee headed by Dr. K. Kasturirangan, Former Chairman, ISRO
• A wide consultative process from gram panchayats to the Parliamentary Standing Committee was followed
• 484 page Draft NEP submitted in mid 2019
• 62 page NEP released by MHRD in July 2020
• We are seeing a systematic and step-by-step if slightly mechanistic implementation of the NEP
 NEP at a glance
Foundational Curtailing Dropouts Curriculum and
Lifelong Learning Universalising Early
Literacy and and Ensuring 100% Pedagogy:
Opportunities for all Childhood Care and
Numeracy (FLN) for Secondary Education Restructuring 10+2
by 2030 (SDG4) Education (ECCE)
all children by 2025 by 2030 to 5+3+3+4

Local Language Transforming Board Exams to be

No hard separations Teacher Preparation
Medium Education Assessment to focus made ‘easier’;
of subjects and skills, to be minimum 4
Recommended till on core skills – external exams at
Flexibility years
class 5 setting up PARAKH classes 3, 5 and 8

National Efficient Resourcing Standards and

Equitable and Technology Use
Professional and Governance Accreditation –
Inclusive Education – Ensuring Equitable
Standards for through School Separation of
Learning for All Access
Teachers by 2022 Complexes Powers

Promotion of Indian Reimagining New Bodies and

National Research Allotting 6% of GDP
Languages and Vocational Standards to be
Foundation for Education
Culture Education Setup
NEP 2020 talks about ‘Transforming the culture of assessment’, ‘Reforming board exams’ and
‘preparing teachers for a transformed assessment system’

Source: Presentation released by MoE during NEP launch

 Transforming Assessments Reduce ‘High Stake’ of Board Exam*
• students can take Board Exams up twice
during any given school year.
Assess Skills, not Facts alone*
• Assessments will shift from one that is School examinations in Grades 3, 5,
summative and testing rote and 8***
memorization to formative,
• All students will take school
competency-based and testing
analysis, critical thinking, and examinations in Grades 3, 5, and 8
conceptual clarity

Redesigned Board Exams**

• Board exams for Grades 10 Redesigned Progress card**
and 12 will be continued… • The student progress card for
(but) reformed to eliminate the school assessment will be
need for undertaking coaching completely redesigned under the
classes . guidance of National
• They will test primarily core Assessment Centre, NCERT,
capacities/competencies rather and SCERTs
than topics learnt by coaching
and memorization
* Indicate progress to date
 National Assessments Centre (PARAKH)
Setting up National Assessment Centre, PARAKH (Performance Assessment, Review and Analysis of
Knowledge for Holistic Development) under MoE

monitor achievement of learning

Set standards for all
outcomes in the country
recognized school boards
of India

helping school boards to

Guide the State Achievement
shift their assessment
Survey (SAS) and undertaking
patterns to the skill
the National Achievement
requirements of the 21st
Survey (NAS)
century

ETS, USA has just been selected as the partner who will help implement PARAKH
Teachers 4 year B.Ed minimum (or 3 + 2 years or 4 + 1 year)

By 2030, minimum degree qualification for

teaching will be a 4-year integrated B.Ed. degree
including a strong practicum training

2-year B.Ed. programmes will also be offered by the

institutions offering the 4-year integrated B.Ed., but
intended for Bachelor’s Degrees students

1-year B.Ed. programmes will be offered to those

who have completed a 4-year multidisciplinary
Bachelor’s Degrees or a Master’s degree

National Professional Standards for Teachers

(NPST) will be developed by 2022, by the National
Council for Teacher Education
 What NEP 2020 does NOT talk about

Students studying in private schools Private, for-profit education; services like

Quality in Teacher Education
(almost 50% of the country) curriculum, technology, assessments

Issues of quality and how that will be achieved International Benchmarking Assessments like
in any of its recommendations (eg. National PISA – are they considered good / desirable or
Assessment Centre, ECCE or Teacher Centre) not?

Funding for the National Research e-Textbooks – which may be a Providing broadband/internet access to
Foundation which was explicitly reality in our schools within a few schools though there is talk about ‘Digital
mentioned in the Draft NEP years due to cost advantages Platforms’

Clear implementation plan though

Students as ‘global citizens’ in
there are a few very generic points
addition to ‘proud Indians’
mentioned
 This is also backed by rigorous labour market data
Non-routine Tasks on the Rise in Labour Markets

Managers, Teachers,
Doctors

Programmers,
Financial Analysts
Factory workers

Janitors, Drivers

Secretaries,
Bank tellers

Source: David H. Autor, Brendan Price. "The Changing Task Composition of the US Labor Market: An Update
of Autor, Levy, and Murnane (2003)". MIT Mimeograph, Massachusetts Institute of Technology (2013). The world is changing…
Countries are using tests like PISA to check the future-readiness of their educational systems

Key takeaway: Change is needed as the skills needed in the world

of even 10 years from now are very different from what our
systems are preparing students for..
Gradually introduce assessments of 21st Century Skills
Thank You

Ms. Ipsita Banerjee

+91-8755203595
ipsitabanerjee07@rediffmail.com