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Leveraging Teachers’ Assessment Practice to Advance India’s Educational Vision and Mission
India published a transformative vision for the Indian education system in 2005 (National Curriculum Framework, 2005) that articulated a desire and directive for learner-centered (LC) education. A main goal of the framework was to diminish the heavy influence of an “overpowering examination system” (p. 49) on teaching and learning. Fifteen years since, although policy and capacity building efforts to achieve this goal have been swift and substantial (e.g., Continuous and Comprehensive Improvement, 2009), classroom practice remains largely teacher directed (Sriprakash, 2009). Consistent with literature in the Indian context, we posit that transforming the education system requires facilitating change from the ground up (Batra, 2006; Setty, 2014; Ratnam, 2013). To this end, we systematically examined key documents including the framework, assessment and evaluation policy, and evidence of capacity building efforts (Appendix A) with a specific question: how can we leverage the role of classroom assessment and teachers’ assessment practices to meet the vision for learner-centered education? We conducted a deductive content analysis (Hsieh & Shannon, 2005;Taylor, 2004) based on a rigorously-derived model for teachers’ assessment literacy in practice called TALiP (Xu & Brown, 2016). The framework allowed us to analyze the multidimensional nature of teachers’ assessment practice. Preliminary findings indicate that policy and practice focus largely on developing teachers’ knowledge about sound assessment practice; however critical elements including fostering critical reflection and teacher dispositions toward assessment in a way that aligns with learner-centered pedagogy is not articulated. The paper will discuss key findings from the study with implications for supporting teachers’ assessment practice to meet the transformative intent of India’s national curriculum framework.