The Asian School successfully conducted a two-day Capacity Building Programme on Strengthening Assessment and Evaluation Practices on 15th and 16th May 2026. The programme aimed at equipping educators with effective strategies to foster analytical thinking, creativity and innovation among students, thereby nurturing confident, independent and future-ready learners.
The enriching sessions were conducted by distinguished resource persons, Dr. Swati Bharadwaj, Principal Doon Scholars School, Dehradun and Mrs. Neetu Kant Uniyal from Army Public School, Birpur, Dehradun. They guided the participants through various aspects of modern assessment practices, competency-based learning, assessment design and implementation.
The programme focused on significant themes such as the challenges faced in incorporating competency-based curriculum, classroom teaching, and assessment practices. Discussions were also held on the challenges faced by teachers in the teaching-learning process, including addressing diverse learning needs, maintaining student engagement, ensuring inclusive participation and balancing scholastic achievement with holistic development.
Emphasis was laid on strengthening assessment through competency-based questions and designing question papers in accordance with CBSE guidelines while effectively incorporating Bloom’s Taxonomy.
A variety of engaging activities and collaborative sessions were conducted during the programme. Teachers actively participated in group discussions, case-study analysis, question paper designing activities, competency-based question framing, portfolio preparation, and peer-learning exercises. Sessions on the structure of internal assessment, typology of questions, pen-paper tests, multiple assessment strategies, LAAR Cycle, portfolio assessment and subject enrichment activities provided practical exposure to effective classroom implementation.
The sessions also highlighted the importance of holistic development by identifying and nurturing the unique strengths of every child. Teachers were encouraged to take responsibility not only for high achievers but also for students facing learning difficulties. Discussions on multiple assessment techniques underscored the need to cater to diverse learners and ensure inclusive education practices. The resource persons also stressed that assessment parameters should be clearly defined and portfolios should be effectively maintained as tools for continuous and comprehensive evaluation.
A total of 60 teachers from renowned schools participated in the programme, making the sessions highly collaborative and enriching. The programme proved to be highly informative and interactive, providing educators with practical strategies to enhance assessment practices and classroom learning experiences.
