360-Degree Assessment Practices at the Secondary Stage: A Study of Teachers’ Perceptions

Abstract

The National Educational Policy (NEP) 2020, suggests that assessment should be holistic, 360-degree, and multidimensional; reflecting students’ progress in great detail and the unique abilities and learning outcomes of each student across cognitive, affective, and psychomotor domains. The researchers aimed to examine the degree to which current assessment practices at the secondary school level align with the 360-degree assessment process. A mixed-method research design was used to analyse the data collected from 140 students and 35 teachers. The students’ and teachers’ responses were collected through questionnaires and a semi-structured interview schedule was used to collect data from the teachers. It was found that the responses of teachers and students were not consistent; even the teachers’ responses through the questionnaire and interview process were not aligned. In the response to the questionnaire, it was evident that teachers are using most of the above-stated assessment practices. However, during the interview, it was revealed that the current assessment practices are mainly based on traditional assessment methods, i.e., oral and pen-and-paper tests. Other assessment practices are not given due consideration in making progress reports. Teachers pointed out that it is difficult to make holistic progress cards because of time constraints, high workload, high student-teacher ratio, and low involvement of parents in the teaching-learning and assessment process. As the assessment process is an integral part of the teaching-learning process there is a need to train teachers and focus on fostering teachers’ positive attitude towards various assessment practices for holistic development of the students