DIMAPUR — The Nagaland Board of School Education (NBSE), in collaboration with Dream A Dream, successfully conducted a training programme on the piloting of the Holistic Progress Card (HPC)-thriving progress profile for selected class teachers of classes IX and XI on September 13.
A total of 32 teachers from 10 districts participated in the training, which was a part of the National Education Policy (NEP) 2020’s initiative to create a multifaceted approach to student assessment, stated a DIPR report.
The session began with an introduction by chairperson of NBSE, Asano Sekhose, who emphasised the need for a holistic assessment approach to move beyond rote learning as current assessments fail to evaluate students’ social-emotional, kinesthetics and vocational skills. She encouraged the teachers to engage positively with the pilot initiative.
The session was followed by an engaging check-in activity, where teachers shared their expectations of the training.
The session was led by Anagha C from Research and Impact Dream a Dream and co-facilitated by Dream a Dream team in Nagaland. The main focus of the training was to familiarise teachers with the concept of the holistic progress card, also referred to as the thriving progress profile (TPP). The innovative approach was designed to provide a dynamic representation of a student’s learning journey through self-assessment, peer, parent and teacher assessments.
It stated that participants were introduced to the core components of the thriving progress profile, which included indicators for critical thinking, problem-solving, social and emotional learning, collaboration and other transition skills essential for students’ success beyond school.
The training also covered a detailed assessment matrix, a prototype and a teacher manual with hands-on trials allowing teachers to practice using the TPP.
A significant aspect of the HPC was its emphasis on social and emotional well-being, recognising that a student’s well being is as crucial for holistic development.
The profile incorporated assessments of social skills, resilience and personal interests to ensure a well-rounded evaluation of each student’s growth. The approach aims to support children in developing a strong sense of self-esteem, effective interpersonal skills and navigating social challenges, which are integral to their overall well-being.
The training also covered key insights from the feasibility study on the HPC conducted in the state such as the need for classroom activities to be better integrated into assessments and the importance of a detailed assessment matrix. The session provided energising activities and further hands-on trials.
The training concluded with reflections on the deployment plan for the TPP in schools.
It mentioned that TPP aims to track students’ progress over time, assist them in career choices and enhance their personal interests and self-esteem. It provided a comprehensive view of student growth in academics, social-emotional development and future readiness skills.
It further stated that the training marked a significant step in moving towards a competency-based education system as envisioned by the NEP 2020, ensuring that schools in Nagaland adopt a more holistic and student-centred approach to learning and assessment.
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