Author: Dr. Pankaj Kumar Paul
DOI Link: https://doi.org/10.70798/PP/020400023
Abstract: Assessment systems play a decisive role in shaping teaching–learning processes and learner outcomes. For decades, the Indian education system has been dominated by high-stakes, summative examinations that emphasize rote memorization over conceptual understanding and real-world application. The National Education Policy (NEP) 2020 proposes a comprehensive transformation of assessment practices by shifting from content-heavy, summative evaluation toward competency based, formative, and continuous assessment. This paper critically examines the assessment reforms envisioned under NEP 2020 and analyzes their implications for teaching practices, learner development, and educational equity. Using a qualitative policy analysis approach, the study juxtaposes policy aspirations with systemic realities such as teacher preparedness, institutional capacity, and socio-cultural examination pressures. The analysis reveals that while NEP 2020 aligns with global best practices in assessment reform, successful implementation requires deep pedagogical change, capacity building, and stakeholder acceptance. The paper concludes with policy-oriented suggestions to ensure that competency-based assessment becomes a meaningful driver of educational transformation in India
Keywords: NEP 2020, Assessment Reforms, Competency-Based Evaluation, Formative Assessment, Learning Outcomes, India.
Page No: 162-166