A flawed system: The perils of school-based assessment

 

From P Gopala Krishnan

The recent shift towards the school-based assessment (PBS) system has raised serious concerns among educators and parents alike. While the intention to promote holistic development is commendable, the practical implementation of PBS has proven to be a significant misstep.

One of the most glaring issues with PBS is that teachers are neither adequately prepared nor ready.

Many teachers, particularly in rural areas, are ill-equipped to handle the demands of this new system. The complexity of profiling each student’s performance and providing meaningful feedback requires substantial training and support, which is often lacking.

Moreover, the PBS system, with its emphasis on subjective assessments and project-based learning, has led to a decline in standardised testing. Traditional examinations, while not perfect, provided a consistent and objective measure of student achievement. The absence of such benchmarks has resulted in a lack of accountability and a dilution of academic standards.

The current generation, raised on the principles of PBS, seems to be lacking in essential skills and values.

There is a growing concern that students are becoming increasingly reliant on technology and artificial intelligence, even for basic tasks. The focus on creative projects and digital tools, while important, should not overshadow the fundamentals of literacy and numeracy.

It is disheartening to see young students burdened with complex digital tools like Canva and video editing, while teachers themselves struggle with basic technological literacy.

This highlights the urgent need for a re-evaluation of the educational priorities and a return to a more balanced approach that combines both traditional and modern methods of teaching and learning.

In conclusion, the PBS system, as currently implemented, is a flawed approach that undermines the quality of education.

It is imperative to address the issues of teacher training, standardised assessment and over-reliance on technology.

By restoring a focus on core academic skills and values, we can ensure that future generations are well-prepared to meet the challenges of the 21st century. - FMT

P Gopala Krishnan has 35 years of experience teaching at various levels of educational institutions nationwide and has served in multiple capacities under the education ministry.

The views expressed are those of the writer and do not necessarily reflect those of MMKtT.