Author: Mahesh Madhav Deshmukh Mangala, Lalita Ghanshyam Mutreja Manju

Abstract: National Education Policy 2020, Para 12.2 states, ‘’Accordingly, curriculum and pedagogy will be designed by institutions and motivated faculty to ensure a stimulating and engaging learning experience for all students, and continuous formative assessment will be used to further the goals of each programme. All assessment systems shall also be decided by the HEI, including those that lead to final certification.” The core of the NEP 2020, rests in holistic development of learners while working on the principles of Universal Design for Learning and not, ‘One Size Fits All” paradigm. Understanding the thin lines of the policy, the Act points out in differentiating measurement, assessment and evaluation of a learner in the hands of Teacher and not the Administrators or Affiliating Bodies. The Assessment formats need to provide for Multiple Means of Representation, Flexibility and Autonomy to learners and not just Assessment of learning, as we are doing it presently. They need to be bi-directional where it not only assesses the learner’s abilities but also provides input to the teacher in designing its pedagogy. This article aims at demonstrating ways of assessing students innovatively in the consortium of English Language with an aim to upsurge the thinking process of a teacher in the designing continuous assessment process suiting its needs.

Keywords: Assessment, National Education Policy 2020, India, Rural Second Language Learners, Vocabulary

Article Info: Received: 15 Feb 2023; Received in revised form: 16 Mar 2023; Accepted: 24 Mar 2023; Available online: 02 Apr 2023

DOI: 10.22161/ijels.82.12