Reimagining Assessment in School Education | Call for Submissions

The symposium will unfold in three phases:

I. Pre-symposium

Participation will be invited through invitations or nominations. Contributors will be encouraged to reflect on their experiences, insights, challenges, and learnings, moving beyond descriptions of what was done. Selected contributors will receive support through individual conversations and pre-symposium webinars facilitated by mentors identified by the symposium organisers to strengthen their papers and develop their ideas for the symposium.

II. Symposium

The symposium will be held over two full days at the university campus in Bengaluru. The programme will include thematic short presentations, poster presentation and practice-oriented workshops on assessment, such as designing rubrics, designing question papers, and interpreting assessment reports.

III. Post-symposium

Selected contributions will be developed into essays for a proposed collection. Participants will have the opportunity to revise their papers and submit them for publication.

Submissions may relate to one or more of the following themes:

1.Unpacking and measuring Learning Standards

The National Curriculum Framework for the Foundational Stage (NCF-FS 2022) and the National Curriculum Framework for School Education (NCF-SE 2023) lays out learning standards to guide curriculum developers, academic institutions, boards, schools, teachers, and parents in aligning various aspects of the educational process. In this context, schools and boards across the country are exploring different ways to help teachers develop a deeper understanding of learning standards and translate them into classroom practice. This theme explores the purpose and evolution of learning standards, their role in guiding curriculum, teaching, assessment, and how textbooks and learning materials can effectively support them.

2. Assessment for All: Questions of Equity, Inclusion and Diversity

Classrooms are highly diverse environments, filled with learners from various socio-economic, cultural, geographical and linguistic backgrounds. Children also come with diverse learning pace, style, ability and preferences. Adapting pedagogy and assessment to this diversity presents a significant challenge. The emerging question therefore is, given this reality, how can assessments effectively meet the needs of each learner as historically, assessments have been designed with the ​“one size fits all” approach. How does one bring inclusivity in assessments in class sizes with 40 – 50 students, through diverse set of authentic tools and techniques. This theme will attempt to explore the values of inclusivity, equity and agency through formative and summative use of assessments.

3. Assessments in Art Education, Physical Education and Vocational Education

Art education, physical education, and vocational education are among the curricular areas that contribute to the holistic development of students. The nature of learning in these areas calls for teaching-learning and assessment approaches that go beyond conventional paper-and-pencil examinations. Under this theme, we will hear from experts about approaches and forms of assessment that are appropriate for these curricular areas.

4. Empowering the Practitioner: Assessments and Teacher Capacity Building

Teacher professional development programmes involve an understanding about assessment, designing them and using them for systematic planning of pedagogy and assessments is much needed to transform practices on the ground. In this respect, both preservice teacher preparation programmes as well as in-service capacity building opportunities need to enable in building assessment literacy for practicing and student teachers. In this respect, SCERTs, DIETs, teacher education institutions, Universities and various civil-society organisations are doing a variety of work. In this theme, we will be exploring models/​ case studies and initiatives by academic support institutions to empower teachers towards becoming better assessment practitioners. 

5. Navigating the Use of AI in Assessments: Balancing Academic Rigour and Ethics

With technological advancements and artificial intelligence becoming increasingly integrated into educational settings, the possibility of re-imagining traditional assessments increases manifold. At the same time, there are also growing concerns around responsible use of AI in assessments. Maintaining the balance between originality and creativity in student work and navigating the ethical questions around AI enabled teaching-learning and assessments can be tricky in nature. This theme will explore how individuals and institutions are balancing this alongside exploring questions of academic integrity, critical thinking, and individual agency of the learner in this context.

6. Bridging Theory and Practice: Trends in Assessment Research and Policies 

Evidence of practice has always been foundational to any form of theorization. Assessment related research and studies have provided valuable insights into understanding trends in student learning; effectiveness of teaching practices; or impact of curricular innovations etc. They have also played a critical role in informing policy decisions and advocacy on systemic reforms.

This theme provides space to share insights and research initiatives based on real-life evidence and experiences gained through classroom based as well as systemic level assessment practices.

We invite submissions from researchers, practitioners, teacher educators, school leaders, NGOs, government institutions, and independent scholars working on assessment in school education.

Submissions will be reviewed based on:

• Relevance to the symposium themes
• Originality and significance
• Quality of reflection and analysis
• Contribution to policy, research, or practice
• Potential to initiate meaningful dialogue

Submissions should clearly outline the purpose, context, approach, key insights, and implications for assessment policy and practice. Submissions may include research studies, practice notes, case studies, working papers, programme experiences, and reflective accounts of assessment initiatives.

1. Short Presentation

Abstract length: 500 – 750 words

Selected contributors will present their work during thematic sessions at the symposium in the form of short talk or workshop mode which ever mode present their work more effective manner. The abstract should outline the purpose and context of the work, describe the research, intervention, case study, or practice being presented, highlight key insights, findings, or learnings, and discuss the implications of the work for education policy and practice.

2. Poster Presentation

Abstract length: 500 – 750 words

Poster Presentations are intended to showcase innovative practices, classroom initiatives, assessment tools, pilot projects, institutional experiences, and emerging ideas. This format provides an opportunity for presenters to display effective and creative assessment approaches explored across diverse contexts and settings.

Participants are encouraged to present their work through engaging visuals, posters, videos, demonstrations, models, and other creative materials that bring their ideas and experiences to life. The aim is to communicate the work in a realistic, accessible, and inspiring manner, encouraging dialogue, reflection, and learning among symposium participants. 

Detailed poster specifications will be shared with accepted presenters.