Areas of Interest & Expertise
- Formative Assessments
- Quality Standards
- Teacher Evaluations
- Social Science Pedagogy
Aanchal leads the Institute of Assessment and Accreditation(IAA) team, associated with the School of Continuing Education and University Resource centre(SCE-URC). Besides this, she leads Field Research Function at Azim Premji Foundation.
She joined Azim Premji Foundation in 2006. In the last 15 years with the organization she has worked extensively across different states in India is designing and implementing frameworks, tools and processes for student assessment in cognitive and socio emotional domains, teacher evaluations and assessments for measuring systemic efficacy.
She has been involved in conducting content and pedagogic workshops with government school teachers, teacher educators and functionaries in the areas of learning outcomes, test designing, formative assessment and social science education across several states of India- Sikkim, Meghalaya, Madhya Pradesh, Uttarakhand, Gujarat, Karnataka, Rajasthan, Puducherry and Chhattisgarh. She has extensively worked with Govt. of Karnataka and CBSE in improving the quality of Board examinations for Class 10th and CTET exams.
She has been a part of the Learning metrics Task Force (LMTF) a cross country consultation for developing A Global Framework for Measuring Learning, managed by Brooking Centre for Universal Education and UNESCO Institute for Statistics. She has also consulted with Ministry of Education (MoE) in the areas of learner assessment and continuous and comprehensive evaluation (CCE). She has worked with NCERT in reviewing the Learning Outcomes for elementary grades and with NCTE in drafting the TET guidelines for the country. She has written reports, guidelines and papers for various programs and institutions that she was involved in.
She has a Bachelors in Geography from Presidency College, Calcutta and a Masters in Geography from Jawaharlal Nehru University, New Delhi.
Student assessment is a critical aspect of the teaching and learning process that helps to systematically improve the quality of students’ learning through improved programs, curricula and teaching.
- Chomal, A. (2016). Workbooks or playbooks? – experience of developing workbooks for Rajasthan government Schools. Learning Curve, XXV, 64
- Chomal, A. (2018). What should be the future of continuous and comprehensive evaluation and no detention policy in India? Learning Curve, 1, 15 – 17.
- Chomal, A &, Banerjee, S. (2019, May 10). A chain of falling numbers. Deccan Herald.
- Chomal, A & Rishikesh, B.S. (2019, September 13). Karnataka’s creative approach to demand for Engmedium. Deccan Herald.
- Chomal, A. (2020). Learning outcomes and assessment. Learning Curve, 8, 17 – 20
- Chomal, A. &, Kaur, N. (2021, January 06). Contract teacher system must end. Deccan Herald.
- Chomal, A. (2021). Process of Question Paper development [Unpublished manuscript]. School of continuing education, Azim Premji University.
- Chomal, A & Banerjee, S. (in press). Towards Actionable Learning Outcomes. Journal of Indian Education, NCERT.
1. Gangola, A., Kathait, J., Rai, S. ‚Sharma, R., Semwal, S., Bisht, A., Chauhan, V., Kandpal, K., Shah, S., Joshi, K. ‚Sharma, E. & Chomal, A. (2011, January 5 – 9). Assessment reform and sustainable change in education [Paper presentation]. epiSTEME 4: Homi Bhabha Centre for Science Education Conference, Mumbai, India
2. Dixit, D. & Chomal, A. (2015, December 15 – 18). Teaching children “how do we see?” [Poster presentation]. epiSTEME 6: Homi Bhabha Centre for Science Education Conference, Mumbai, India.
3. Raghavan, N, Saha, T., Chauhan, V., Chomal, A., Dixit, D., Mohan, A. & Dhaundiyal, V. (2015, December 15 – 18). Developing Reflective Teachers Through Action Research [Poster presentation]. epiSTEME 6: HomiBhabha Centre for Science Education Conference, Mumbai, India.