Paper Contents
Abstract
In todays rapidly evolving world of information technology, assessment practices must also transform to keep pace. As global connectivity enables instant information sharing, there is a growing need for a culture where every individual is recognized and valued. This shift is particularly evident in education, where the traditional model of assessing students at the end of the year through a single exam no longer fits the needs of modern learners. Thecontinuous and comprehensive evaluation (CCE) focuses on both academic and non-academic aspects of student performance. It includes periodic assessments throughout the year but has a defined focus on scholastic (academic) and co-scholastic (life skills, physical health, etc.) areas and it relies on teachers assessmentfor both formative and summative evaluation. The National Education Policy (NEP 2020) improves the assessment and introduces the new concept of 360oholistic assessment,it takes a more expansive approach, involving multiple stakeholders i.e., self-assessment, peers, teachers, parents,and sometimes even external evaluators). It emphasizes the overall personal, social, emotional, and academic development of the student. This is essential for nurturing learners who are equipped not just with knowledge, but with the skills and mindset needed for success in todays interconnected world.The current paper deals with 360oholistic assessment which can be seen as a novel strategy to mould studentspersonalities as envisioned in National Education Policy 2020. This approach gives a more balanced view of the learners growth from different perspectives.
Copyright
Copyright © 2025 Vaishnavi Singh. This is an open access article distributed under the Creative Commons Attribution License.
