At the time of independence, the education system in India was mainly examination based and student assessment was based on examinations.  The National Education Policy (1968) argued for the process of reforming the education system in India according to the needs and aspirations of the people.  The National Policy on Education (1986) envisaged assessment as an integral part of the teaching-learning process for comprehensive assessment, including both academic and co-educational aspects in examinations, which provides evidence of a child’s development and evidence.  

The concept of continuous and comprehensive assessment has been used in Indian education for over 30 years.  Learning – It is used to identify aspects of a child’s growth and development as a result of the teaching process.  Due to the widespread use of school-based assessment and the independent interpretations made by schools, many misconceptions about the school-based assessment and the policy as a whole have arisen among the masses.  This led to shortcomings in the school-based assessment.  Which was like below,

Assessment is integrated into the study pedagogy and continues throughout the study pedagogy.  It needs to be done in multiple ways to be free from prejudice.  The child is constantly evaluated while participating in various activities inside and outside the classroom as well as in the thematic processes of the classroom.  

 

Matters such as a child’s knowledge, influence, expression, skills, attitudes, motivation, etc. help teachers to reflect and modify their teaching or learning according to students ’needs and learning styles.  It involves students as partners in the planning, classroom and assessment of the learning process and involves both students and teachers responding and receiving.  Students evaluate, reflect, and analyze their own work during the teaching process.