Internal Assessment as a Mechanism for Quality Enhancement in Teacher Education: A Study in the Context of PM SHRI Schools and NEP 2020

Laboni Gayen

doi:10.5281/

Authors

Laboni Gayen Assistant Professor, Siksha Bikash Seba Foundation B.Ed. & D.El.Ed. College Village – Nudipur, District – Purba Bardhaman, West Bengal Author

DOI:

https://doi.org/10.5281/

Keywords:

Internal Assessment, Quality Enhancement, Teacher Education, NEP 2020, PM SHRI Schools, Competency-Based Assessment, Formative Assessment, Holistic Development, Teacher Competencies, Continuous Evaluation, Professional Development, Educational Quality Assurance

Abstract

The National Education Policy (NEP) 2020 has emphasized a paradigm shift from examination-oriented learning to competency-based, holistic, and learner-centred education. In this context, internal assessment has emerged as a significant mechanism for ensuring quality enhancement in teacher education programmes. The present study examines the role and effectiveness of internal assessment in teacher education institutions with special reference to the implementation of NEP 2020 principles and the educational practices adopted in PM SHRI Schools. Internal assessment provides continuous and comprehensive evaluation opportunities that enable teacher educators to monitor the academic progress, pedagogical competencies, professional attitudes, reflective thinking, and classroom performance of student teachers. Unlike traditional summative examinations, it encourages formative assessment practices, self-evaluation, peer assessment, project-based learning, and experiential learning approaches. The study highlights how internal assessment contributes to improving teaching-learning processes, promoting accountability, strengthening competency-based teacher preparation, and fostering reflective professional practice among prospective teachers. Furthermore, it explores the alignment of internal assessment strategies with the objectives of PM SHRI Schools, which emphasize holistic development, competency-based learning, innovative pedagogy, and continuous assessment. The paper argues that a well-structured internal assessment system can serve as a powerful tool for maintaining educational quality, enhancing institutional effectiveness, and preparing future teachers capable of meeting the evolving demands of twenty-first-century classrooms. The findings suggest that effective implementation of internal assessment practices can significantly contribute to quality assurance and educational transformation envisioned under NEP 2020 and PM SHRI initiatives.

References

[1] Ministry of Education, National Education Policy 2020: Transforming India’s Education System. New Delhi, India: Ministry of Education, Govt. of India, 2020.

[2] Department of School Education and Literacy, National Mission on Foundational Literacy and Numeracy: NIPUN Bharat. New Delhi, India: Ministry of Education, Govt. of India, 2021.

[3] R. J. Stiggins, "Assessment crisis: The absence of assessment FOR learning," Phi Delta Kappan, vol. 83, no. 10, pp. 758–765, Jun. 2002, doi: 10.1177/003172170208301010.

[4] National Council of Educational Research and Training, National Curriculum Framework 2005. New Delhi, India: NCERT, 2005.

[5] School Education Department, PM SHRI Schools and Implementation of NEP 2020 in West Bengal. Kolkata, India: Govt. of West Bengal, 2022.

[6] P. Black and D. Wiliam, "Assessment and classroom learning," Assessment in Education: Principles, Policy & Practice, vol. 5, no. 1, pp. 7–74, Mar. 1998, doi:10.1080/0969595980050102.

[7] D. R. Sadler, "Formative assessment and the design of instructional systems," Instructional Science, vol. 18, no. 2, pp. 119–144, May 1989, doi: 10.1007/BF00117714.

[8] L. S. Shulman, "Those who understand: Knowledge growth in teaching," Educational Researcher, vol. 15, no. 2, pp. 4–14, Feb. 1986, doi: 10.3102/0013189X015002004.

[9] L. Darling-Hammond, Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco, CA, USA: Jossey-Bass, 2006.

[10] L. Harvey and D. Green, "Defining quality," Assessment & Evaluation in Higher Education, vol. 18, no. 1, pp. 9–34, 1993, doi: 10.1080/0260293930180102.

[11] M. Yorke, "Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice," Higher Education, vol. 45, no. 4, pp. 477–501, Jun. 2003, doi: 10.1023/A:1023967021507.

[12] National Council for Teacher Education, National Curriculum Framework for Teacher Education: Towards Preparing Professional and Humane Teacher. New Delhi, India: NCTE, 2009.

[13] National Council of Educational Research and Training, National Curriculum Framework for School Education. New Delhi, India: NCERT, 2023.

[14] National Council for Teacher Education, National Professional Standards for Teachers (NPST): Draft. New Delhi, India: NCTE, Govt. of India, 2021.

[15] Department of School Education & Literacy, PM SHRI Schools: Framework for Implementation. New Delhi, India: Ministry of Education, Govt. of India, 2022.