Mukhtar Ahmad Qureshi
The assessment process has never been an isolated activity of teaching and learning, but with the onset of NEP 2020 and the National Curriculum Framework2023, the emphasis has been laid on shifting from mainstream pen paper assessment to more comprehensive, continuous and child centered assessment processes. As educators, we now need to look for and adopt alternate tools of assessment that not only reflect the outcomes of learning but also infuse joy in learning. Let me share some effective techniques and tools I have found valuable in my classroom and how these have positively influenced my students’ growth.
Checklists simple yet powerful
Checklists can be a plain looking tool, yet in their usage with consideration, they turn out to be an effective way of formative assessment. I recall creating a plain checklist of language development abilities for my preschoolers such as “Can identify sounds,” “Can narrate short stories,” “Can name colours,” etc. This assisted me in viewing improvement over weeks without causing undue stress for the learners.
How to apply it effectively:
Create age appropriate and outcome based indicators.
Use it regularly to monitor progress.
Show it to parents at PTMs for fruitful discussions.
Checklists are magic when consistently applied. They facilitate the highlighting of strong points and the identification of where children require subtle guidance, as opposed to bluntly marking them or grading them.
2. Rubrics clear criteria fair evaluation
Rubrics give a guided assessment structure. Whether you are assessing a science project, a piece of artwork or an impromptu storytelling session, rubrics make it clear what is expected. I frequently engage students in co constructing rubrics. This exercise makes them feel more invested and encourages them to better understand quality work.
Example: For a poem recitation activity, I employ a 4 point rubric with criteria such as voice modulation, expression, pronunciation and confidence. Every criterion is defined explicitly for levels such as “Excellent,” “Good,” “Needs Improvement, “and “Emerging.”
Rubrics are particularly effective for summative assessments when implemented at the conclusion of a unit of learning. They ensure equity and objectivity and give precise feedback instead of the general comments of “Good” or “Try harder.”
3. Learning portfolios: The journey matters
A learning portfolio is a student’s own record of progress. It contains work samples, reflections, photos, creative work and teacher comments. I invite my students to decide what goes into their portfolios. This allows them to think about their learning, establish goals and celebrate achievements.
In my kindergarten class, portfolios contain.
Drawings.
Samples of letter writing.
Picture stories.
Audio recordings of storytelling.
Teacher observations.
These become precious records not just for the students, but also for parents and teachers to observe how the child has grown emotionally, intellectually and socially.
Anecdotal records: Catching the unseen learning
Not everything that is learned can be recorded in worksheets or performances. Occasionally, a child’s offhand question, sympathetic response or resilience working through a puzzle says more than words. Anecdotal records assist teachers in recording these observations as they happen.
I keep a small diary or sticky notes to note observations such as.
“Sami assisted his peer in finishing a craft activity without being instructed.”
“Arifa made a questioning statement during the story time.”
These concise but thoughtful notes aid in recognizing a child’s personality, emotional intelligence, inquisitiveness and leadership traits, which pen paper tests strictly overlook.
Steer clear of conventional pen paper evaluations, here’s why
Pen and paper tests, particularly in the early years and foundation years, tend to.
Cause undue stress and anxiety.
Do not reflect the learning process accurately.
Place greater emphasis on memorization than comprehension.
In one of my staff development sessions, I asked teachers to do an activity based assessment on a math concept rather than a test. The children had real objects to sort and count with, showing their abilities with great enthusiasm and accuracy. The same children who were apprehensive when tested through writing flourished with confidence when tested through play.
Even in more advanced classes, project based learning, peer review and speaking reflections can offer insights greater than typical tests.
Peer and self assessment: Developing meta cognition
Letting students evaluate their own work or their peers’ builds self awareness, responsibility and a growth mindset. For example, after a storytelling session, I get the students to rate themselves with emoji’s or colours, describing what they think they did well and what they need to do better.
Peer assessment, also, when guided and sensitively done, helps teach constructive feedback and empathy.
Role of teachers in effective assessment
Dear teachers, you are the souls of the assessment process. Your reflections, your observations and your sensitivity carry the highest weight. No rubric or checklist can take the place of your intuition and knowledge of the child’s path. We do not need more paperwork, but we need more authentic interaction with learners.
A few suggestions
Observe objectively.
Emphasize progress, not perfection.
Document imaginatively, Photos, audio recordings, drawings.
Engage students in their own assessment.
The NEP and NCF perspective
Both NEP 2020 and NCF 2023 call strongly for Formative Assessments that enable learning instead of labeling children. They focus on the application of qualitative tools, performance based assessments and reflective practice.
The vision Is clear to foster learners, not stress them. And these tools fit perfectly with that intention.
The hour has arrived to rethink evaluations not as a means to measure but as a means to direct, inspire and know. Let us step beyond the limited space of paper and pencil and welcome checklists, rubrics, portfolios and anecdotal records that describe genuine stories of learning.
As I look back at my own classroom experience, I am proud that I have made the transition from marks to meaning, from results to relationships. And I encourage you to do the same. For in each child there is a universe of potential, waiting to be seen, heard and honored.
Let’s assess to uplift, not to burden.
(The author hails from Boniyar, Baramulla and can be reached at [email protected])
