In a bid to standardize and enhance the evaluation process for students, the Performance Assessment Review and Analysis of Knowledge for Holistic Development (PARAKH), an independent unit of the National Council of Educational Research and Training (NCERT), has made significant recommendations to the Indian education ministry. The primary focus of these recommendations is the integration of 9-11 performance into the final report card for Class 12 students. This proposal aims to provide a more comprehensive assessment of a student’s academic journey.

Incorporating 9-11 Performance into the Class 12 Report Card

PARAKH's report, submitted to the education ministry earlier this month, suggests a revolutionary shift in how students' performances are evaluated. According to the report, the final Class 12 report card should reflect the cumulative 9-11 performance, rather than solely focusing on Class 12 results. This approach is designed to offer a more holistic view of a student’s academic progress.

9-11 performance
Image Source: Edubull

The proposed weighting is as follows:

  • Class 9 performance: 15%
  • Class 10 performance: 20%
  • Class 11 performance: 25%
  • Class 12 performance: 40%

This recommendation stems from the belief that integrating the 9-11 performance into the final report card can provide a clearer picture of a student’s overall academic capabilities. The report suggests a mix of formative assessments, such as class activities, group discussions, and projects, alongside summative assessments like term-end exams, to ensure a balanced evaluation.

For each class, the report recommends specific evaluation criteria:

  • Class 9: 70% formative and 30% summative assessments
  • Class 10: 50% formative and 50% summative assessments
  • Class 11: 40% formative and 60% summative assessments
  • Class 12: 30% formative and 70% summative assessments

These criteria are designed to progressively shift the emphasis from formative assessments in the earlier years to summative assessments as students approach their final exams, reflecting the increasing importance of end-of-year exams in their academic career.

State Governments Propose Alternative Evaluation Methods for 9-11 performance

During recent discussions with officials from various states, including Rajasthan, Uttarakhand, Uttar Pradesh, Haryana, Maharashtra, Madhya Pradesh, and Bihar, an alternative proposal emerged. Rather than incorporating the 9-11 performance into the Class 12 report card, the states suggested adjusting the evaluation method for Class 10 and Class 12 final scores.

Under this alternative method:

  • The final Class 10 score would be composed of 40% from Class 9 and 60% from Class 10.
  • The final Class 12 score would be made up of 40% from Class 11 and 60% from Class 12.

This proposal suggests a more focused evaluation based on the performance in the immediate preceding year, rather than including multiple years of performance in the final report card. This approach is intended to streamline the assessment process and emphasize recent academic achievements.

Role of PARAKH and Future Prospects

PARAKH, established last year under the National Education Policy (NEP), aims to unify assessment standards across school boards in India. The unit's objectives include improving educational skills, conducting achievement surveys, and developing consistent assessment practices for students nationwide.

By proposing the integration of 9-11 performance into the final report card, PARAKH seeks to address the need for a more holistic evaluation system that reflects a student's entire academic journey. The recommendation, if implemented, could lead to significant changes in how student performance is assessed and reported, potentially influencing future educational policies and practices.

As the report is reviewed and feedback is collected from various stakeholders, including state governments and school boards, the final decision will shape the future of student evaluation in India. The ongoing discussions and potential adjustments to the proposed methods reflect the dynamic nature of educational reforms and the collective effort to enhance the academic assessment process.

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