Large-scale assessments (LSAs) in India — ranging from national initiatives like the National Achievement Survey (NAS) to state-level learning assessments — have generated unprecedented volumes of data on student learning outcomes across diverse contexts. Yet the critical question remains: how effectively is this data translating into meaningful educational change? 

While LSAs have successfully highlighted learning gaps, regional disparities, and systemic weaknesses, the pathway from assessment findings to classroom interventions remains fragmented. Too often, results remain confined to policy reports rather than informing teacher training, curriculum reform, or targeted resource allocation. To truly leverage LSAs for transformation, India needs a more coherent research-to-practice ecosystem — one that interprets assessment data through an equity lens, involves educators in the analysis process, and ensures that insights drive contextualised interventions at the school and community levels. 

How can the insights from large scale assessment improve the learning environment and practices in the classroom? Are there specific takeaways that various stakeholders ranging from teachers, administrators, policy makers, researchers, etc., meaningfully engage with? What are certain global trends when it comes to assessment practice- are there lessons to learn? How are we as a country doing on this front? 

Listen to our faculty Anchal Chomal engage in a Samvad with Dr Priyanka Sharma, Chief Executive Officer at the Australian Council for Educational Research (ACER) India.

About the speakers 

Dr Priyanka Sharma- Dr Priyanka Sharma is a research scientist who is passionate about outcome- and evidence-driven learning. Before joining ACER India, she has worked in various roles and organisations, including at Khan Academy, the National Testing Agency, the Centre for Assessment, Evaluation and Research (a private-public partnership between the Central Board of Secondary Education and Pearson Foundation), and the Azim Premji Foundation. 

Dr Sharma joined the education sector in 2005 to understand how students learn and what they learn, after spending more than six years in the field of maize genetics and breeding. In this journey of learning, she has worked as a STEM educator, teacher educator, test developer, psychometrician, and research leader at different government and non-government organisations, as well as multinational learning companies. 

Aanchal Chomal is Associate Director, School of Continuing Education and University Resource Centre at Azim Premji University. She is responsible for the organisation’s work in Assessments (including offering a range of short programmes, certificate programmes and the Diploma for working professionals) along with our partnerships with Central government institutions (including the Central Board of Secondary Education). She has worked across various states and institutions in India, offering continuing education programmes; co-developing resource materials and capacity building of teachers, teacher educators and educational functionaries.