A Conceptual Framework for Integrating Innovative Formative Assessment Strategies Aligned with NEP 2020 Goals

Abstract

Traditional assessment practices have long been criticised for their emphasis on rote memorisation, high-stakes examinations, and limited formative feedback, thereby constraining students’ holistic development. The National Education Policy (NEP) 2020 envisions a paradigm shift towards competency-based assessment that promotes higher-order thinking, conceptual understanding, and real-world application. This study delineates key criteria for innovative formative assessment, emphasising student-centred, technology-enabled, and competency-based evaluation models. Drawing on constructivist and experiential learning theories, the paper integrates theoretical perspectives with assessment practices, advocating formative approaches such as performance-based assessment, peer and self-assessment, and digital assessment tools to enhance learners’ critical thinking and adaptability.

The study proposes a conceptual framework synthesising existing literature on innovative formative assessment strategies in language and science education. Additionally, it examines the role of PARAKH in standardising and transforming India’s assessment ecosystem by ensuring equitable and competency-driven evaluation practices.

By incorporating global best practices and technology-enhanced assessment models, this framework underscores a transition towards holistic, adaptive learning environments that prepare learners for the demands of the twenty-first-century workforce.