In a significant shift in India’s education system, the National Council of Educational Research and Training (NCERT) has proposed a formative assessment model that includes students’ performance from Classes 9, 10, and 11 in their final Class 12 board scores. While this aims to create a more holistic evaluation, it has sparked widespread debate. Is this a step towards fairer assessment, or does it place unnecessary pressure on students?
Understanding the Proposal:
NCERT’s report, “Establishing Equivalence across Education Boards,” outlines that the Class 12 score will now reflect a student’s academic journey from Class 9 onwards, with marks distributed as follows:
- 15% from Class 9
- 20% from Class 10
- 25% from Class 11
- 40% from Class 12
The proposal also emphasizes vocational and skill-based education, aligning with the National Education Policy 2020 (NEP 2020). Students will need to earn credits through subjects, online courses, or community projects, and vocational subjects like data management, coding, and arts will become mandatory.
The Rationale Behind the Proposal:
- Holistic Assessment: By factoring in marks from Classes 9 to 11, the system encourages continuous learning rather than focusing solely on Class 12 exams.
- Reduced Exam Pressure: The current system places immense pressure on students to perform well in Class 12. A cumulative assessment could spread the burden across multiple years.
- Better Preparation for Higher Education: Continuous assessment over four years might lead to a deeper understanding of subjects, better preparing students for higher education.
The Case for Fair Assessment:
Supporters argue that this model encourages consistent effort across four years rather than cramming in the final year. It promotes a deeper understanding of subjects and reduces the high stakes associated with a single board exam. By including vocational and skill-based subjects, the proposal also broadens the scope of education, making it more aligned with real-world skills.
- Encourages Consistent Effort: Students will need to maintain a steady academic performance throughout their secondary education, which could foster better study habits and reduce last-minute cramming.
- Comprehensive Evaluation: Including marks from multiple years can provide a more accurate reflection of a student’s abilities, reducing the impact of a poor performance in any single year.
- Reduces the Weight of Class 12 Exams: The proposal could lessen the intense pressure associated with class 12 board exams, potentially reducing student anxiety and stress.
Aligning with NEP 2020:
NCERT’s proposal aligns with the core objectives of NEP 2020, which emphasizes holistic, continuous, and flexible education. The proposal reduces exam pressure, encourages lifelong learning, and supports equity and inclusivity in education. However, careful implementation and standardization across schools will be essential to ensure fairness.
Global Adoption of Formative Assessment Approaches: A Path to Global Education Standards
Around the world, many countries have already embraced formative assessment models, recognizing the benefits of continuous evaluation over traditional, high-stakes exams. Countries like Finland, Australia, UK, and the United States prioritize formative assessments as part of their educational systems, promoting a more comprehensive understanding of student capabilities.
With NCERT’s proposal, India could align its education system with these global standards, potentially opening doors to greater international collaboration. Adopting formative assessments may also facilitate smoother transitions for students entering foreign universities, as their academic records will reflect a more holistic evaluation process.
This shift could position India as a frontrunner in educational reform, making its system more compatible with global educational standards. By emphasizing consistent performance and real-world skills, the proposal may also attract foreign investments and partnerships, further enhancing the country’s education landscape.
Concerns Over Increased Pressure:
Critics, however, point out that this could lead to undue stress on students, who now have to perform well consistently from Class 9 onward. The teenage years are already a time of significant change, and adding the burden of multi-year academic performance could overwhelm many students.
The ‘Student Suicides: An Epidemic Sweeping India’ report claims that student suicides in India soar 4% annually, exceeding national average. In the past decade, the population of 0-24-year-olds decreased from 582 million to 581 million, yet student suicides rose from 6,654 to 13,044. With the inclusion of the formative assessment approach, it can be a matter of concern regarding the increased pressure.
Parents and educators worry that this model may also disadvantage students who struggle in earlier classes but show significant improvement in Class 12.
- Increased Pressure Over Time: While the intent is to reduce pressure, the proposal may inadvertently increase it by extending the period of academic stress across four years. Students might feel compelled to perform well consistently, without the respite that a single-year evaluation system might offer.
- Disparities in School Standards: Schools across India vary significantly in terms of resources, teaching quality, and assessment standards. Including marks from classes 9 to 11 may exacerbate inequalities, as students from under-resourced schools might be unfairly disadvantaged.
- Adolescent Development Considerations: Students in classes 9 to 11 are still in the process of maturing, both academically and personally. Tying their future prospects to their performance during these years might not account for late bloomers or students who show significant improvement only in their later years.
- Potential for Unfair Evaluation: The proposal might lead to increased subjectivity in grading, especially if different schools have different evaluation criteria. This could make it challenging to ensure a fair and uniform assessment across the country.
Conclusion:
NCERT’s proposal undoubtedly aims to make education more comprehensive and skill-based, but it raises important questions about student well-being. Is this new model a fair reflection of a student’s capabilities, or does it create unnecessary pressure? As the education system in India evolves, finding the right balance between rigorous assessment and student well-being remains critical.
Do you think this new assessment model is a step in the right direction, or does it add unnecessary stress? Share your thoughts in the comments below.
