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Assessment in the Primary Classroom Principles and practice

• Sarah Earle - Bath Spa University, UK
• Description

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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A Concise and practical primer to the area of assessment that is ideal for new teachers.

Earle navigates readers through principled assessment. She unpicks key terms and provides prompts to help teachers to evaluate their approaches to assessment while maintaining the child at the heart of the assessment process.

Up to date and relevant, a solid addition to the essential reading

Clear and accessible. Provides examples for possible classroom strategies. Very useful addition to the reading list for this PGCE /SD module.

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• Articles / Future of History / Pandemic Activity

Students’ Journals Could Be ‘Primary Sources’ (Updated)

by Lauren S. Brown · Published 04/10/2020 · Updated 04/15/2020

UPDATE: Lauren reports (4/10/20) on how her students are faring and what they’ve been writing in their “living history” assignments at the end of this post. “T hey give me a glimpse of how quickly some of them are growing up.”

Several weeks ago – what is starting to feel like a lifetime ago – I finished grading 100 plus family history projects. Some were videos, but most were illustrated stories my students had written about someone they interviewed in their family.

Some kids interviewed parents or grandparents about their parents or grandparents. Some, who swore to me they had no interesting stories in their families’ past, wrote about a parent’s experience during 9/11 or how they felt during the last 2-3 presidential elections.

Now all of us, including my students, are living through a historical moment. If you are looking for a meaningful assignment that you can give students while we are all stuck at home, consider doing a “living through history” assignment.

Just a few days ago (which now seems like much longer ago, doesn’t it?), I saw a couple of dozen students. Our district had quickly rescheduled an institute day; teachers prepared for e-learning and students were able to get into the building one last time to pick up any belongings.

As students came by, they were eager to share their observations, questions and concerns.

• Hey, Ms. Brown, do you think we’ll be out of school for longer than 2 weeks?
• Do you think we’ll still have the Great American field trip at the end of the year? Will we still have graduation? ( I teach 8th graders).
• My sister is a senior in high school. She heard there won’t be prom this year.
• We going to pick up my brother at the airport today because his college closed.
• We went to Costco this morning and the line was all the way to the back of the store.
• My dad is worried that he will lose his job.
• My mom told me a few days ago to stop putting the rubber bands on my braces so I don’t have to put my fingers in my mouth.
• I think I’m going to go nuts at home.
• Ms. Brown, have you ever lived through anything like this? This will be in the history books, won’t it?

Students can create “primary sources” for future historians

There are so many unanswered questions right now, but the answer to that last question is yes. So consider a simple assignment in which your students jot down their thoughts, questions, concerns and observations about what is going on. I suggested that they could do this as a letter, a diary/journal entry or just write.

Here are a few suggestions to get them started:

• your family’s trip to the grocery store and “stocking up”
• cancelled family vacations, cancelled field trips, cancelled school
• how weird it is to have to “e-learn”?
• how are you occupying your time?
• how do you feel about this? psyched that you don’t have to come to school? bored? worried? bummed that you won’t get to see your friends?
• what is changing for you because of this?
• what kinds of things are your families thinking/saying/doing?

Or have them post short videos about what they are thinking. Flipgrid is great for this. One of my colleagues is posting a question each day for students to reflect on. I know I have enjoyed this glimpse into my students’ worlds, seeing the posters on the walls of their bedrooms, or their dog on the couch in the living room. You can come up with some fun questions to get the ball rolling:

• What is your “must have” if you are going to be cooped up inside for awhile?
• What are your “binge watch” recommendations?
• Where is your new “desk”?

And then you can get into deeper questions, as long as you let students know that they don’t have to share anything they don’t wish to.

• What is the #1 concern you have about what is going on right now?
• What is a small way in which your life has changed right now?
• What mattered to you a few days or a week ago that now seems irrelevant? Vice versa?

Things are changing very quickly now. This seems to be an assignment you could keep adapting as time passes. It doesn’t necessarily require the internet, should that availability become restricted in some way.

Remind your students that they are creating a primary source – documentation of what one student was thinking in March of 2020 during the global pandemic. Now we are all a part of history.

Click here to see a recent week of Lauren’s Google Slides for this assignment, with a note to teachers and a writing prompt for each day .

UPDATE (4/10/20) — “A Glimpse of How Quickly Some Are Growing Up”

Since writing this post, I have given this assignment to students. Their answers were, as I told them, the most interesting things I have EVER graded as a teacher. Some made me laugh, and more than a few made me cry. There is a poignancy to them, and a wonderful insight as to how middle schoolers see their world.

Students who are quiet in class have opened up. Some of the class clowns got serious on me. Some of the serious students were able to see the humorous side of things. One student wrote that her dog has never been happier–everyone is home and taking her on walks multiple times a day! They reveal sides of my students I did not always see. And they give me a glimpse of how quickly some of them are growing up.

Here are a few of the many responses I have gotten:

https://docs.google.com/presentation/d/1rEmgPYSgcp6XMeTSoAo5VFIleBsonAr8U8uoAzs9ptk/edit?usp=sharing

Visit a century-old pandemic here: What We Can Learn from the 1918 Influenza Diaries by Meilan Solly, Smithsonian Magazine, April 12, 2020

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Tags: Covid19 E/LA history history assignment home study Lauren Brown online learning pandemic primary sources

Lauren S. Brown

Lauren S. Brown (@USHistoryIdeas) has taught U.S. history, sociology and world geography in public middle and high schools in the Midwest. She currently teaches 8th grade U.S. history in suburban Chicago. Lauren has also supervised pre-service social studies teachers and taught social studies methods courses. Her degrees include an M.A. in History from the University of Illinois at Chicago. Her blog U.S. History Ideas for Teachers is insightful and packed with resources.

57 Responses

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This is absolutely outstanding. Thank you so much!

Great ideas!

Thanks so much for the writing ideas during this unprecedented time.

Thanks. And, you will actually enjoy “grading” these! How unusual is that?

I am a high school Social Studies teacher (and a doctoral student) and I posted the following project for my own community last Sunday. I encourage any person to personalize it and use it locally. I would love to get an email to hear how it goes in other communities. My university has already shared it to some degree and I hear that it will be used in Santiago, Chile in at least one classroom. Thanks so much! Here is a link for the flyer:

https://docs.google.com/document/d/1Fc8e3PDfswod4tBuWenaI2M2sExK4UBr2QX0nITH7xs/edit?usp=sharing

And here is a link for the full project: https://docs.google.com/document/d/1MrC3D_GOLLvI00QbUHn0hJMY7UqN8oFpcwVDNOA3zGU/edit?usp=sharing

Thank you very much for sharing!

Thank you so much for the ideas and the docs! I teach 7th and 8th grade Hstory in California and will incorporate this for our community here.

Thanks—please keep me informed on how it goes. Good luck!

Could I please have your email. Would love to talk more about the community project!!!

Sure, it is [email protected] .

Yes! It is [email protected] . I’m looking forward!

Thank you so much! I will be sharing parts of your project–with credit to you–with my 7th/8th graders in St. Louis, MO!

Hello! Love your ideas! I created a Google Slides template with several of your prompts. Feel free to share away! https://docs.google.com/presentation/d/1X44CUJY-6ZmGl7gZYHzSUtMyil2Aui3QjoQPCwMWrHU/template/preview

Can you share the template slideshow with prompts and writing spaces, too, and not just the instructional slide (how to use the slideshow) for us to grab a copy of? Thanks. Appreciate it. Kevin

Lance, I love your addition to the project! Like Kevin, I would love to have access to the full slideshow. I plan to use your name as the creator of the slideshow if that is ok–you deserve the credit (and I like to model citing sources for my kids). My google account would be [email protected] . You would just have to make sure that your share settings are open for me. Thanks very much!

Lance hasn’t been able to respond so I went ahead and made a template of my own, that anyone is free to copy/use/adapt as needed: https://docs.google.com/presentation/d/1KPXpc4Y-GWMeosksbBwizFXo3dJV4tEa8R9cEVkItt0/edit?usp=sharing I am using this with my sixth graders inside Google Classroom

Thank you for sharing!

Lance did get back to me on Twitter and kindly reminded me that if you look at his GIF and use his TEMPLATE button, you can get a copy of his slideshow, and then each slide is added with the DropDown arrow (which provides options for slides in his template — which is brilliant). Thanks, Lance!

Sorry about the delay. I didn’t return to this post. I changed the slides so you could see a preview template. It is a nifty trick for sharing slides without forcing people to make a copy. Here is how I did that: https://youtu.be/dbQA3VyLa14

Lance, I would love to share this with my students. Do you mind sharing it with me? Thanks so much.

This is exactly the inspiration I have been waiting for!!!!! Thank you SO much!!!!

I am so excited that other educators have launched a project on this pandemic. When I talked to my students, one by one, as they came to get their books at school today, I told them to keep a record with a journal, quotes from parents, and drawings/comics that are germane to this event. I am going to use everyone’s ideas & I will give feedback later. I have just moved to my new teaching town this year. It is a small rural district in Colorado near the Utah border, so we are somewhat isolated (I hope that helps to keep infection rates down). We have about 200 kids in our school, k-12. So, our community’s response might be different from those in urban areas. Thanks for all of the wonderful ideas!

Thanks so much for your comments. Andrew, your project makes me think I am thinking too small. But I don’t know that I have the energy to expand this right now. We are heading into spring break next week, which I will use to plan for post-break e-learning. Lance, I love the slides template! I plan to use this on my webpage for students. Great for the ones who hate writing! Thank you. Jo Rose, sounds like you were thinking the same thing. Good luck!

This is so thoughtful! Thanks for sharing.

One idea we heard for pre-writers… a daily portrait, perhaps with notes added by caregivers based on the child’s explanation.

Great ideas. Thanks. Am going to check out your blog now!

Is there any way we could have contact info for your colleague who is having a question per day journal? Would love a copy of the questions??

Ooh, thanks for this, it’s a good idea. :)

This is wonderful to see! I’m the VP for Education at the New-York Historical Society and we’re about to launch something similar as a part of our “History Responds” program. We’ll encourage young people to keep and donate their diaries to our library so they officially become part of the historical record for future researchers and historians to access. Would you be interested in inviting your students to do that? We’re work out the logistical/admin side of it and should be able to announce details in the coming days.

Mia Nagawiecki of the New-York Historical Society welcomes responses from teachers and their students across the country. Susan at MiddleWeb

I am a Brooklyn Free School parent who is interested in collecting diaries from members of our school community. I am excited to see your post here! In the coming weeks, should I check the New York Historical Society website for updates on the “History Responds” program? I’m sure that my fellow BFS community members would be most interested in having their submissions collected and curated by your amazing institution!

Hi Daphne, Thanks for your interest! Our intake form just went live today and can be found here: https://docs.google.com/forms/d/e/1FAIpQLSdT77Lx1ZxQ62wHYe0iPC5rLqzTY_Q4yHmKlNxVBSCzgo9Ksg/viewform . Let me know if you have questions and/or feedback. I look forward to seeing your students’ work!

Thank you! These are excellent ideas and I will share them with my colleagues!

These are wonderful ideas and resources! Thank you all for sharing. I teach 7th grade in the Chicago suburbs. We may be in for a long haul of social distancing, so a project like this will help to connect with students and keep things fresh. Thanks again.

Hi everyone, I’m Elena , from Italy, A colleague of mine sent Lauren’s article to me and I’m sharing Lauren’s idea with my colleagues in our school in Bassano, a small town in the north of Italy, not far from Venice. We work with children from 11 to 14. We’re trying to share the project with the Art, History, English , Technology , Geography teachers to involve the pupils in what we consider a “meaningful assignment”. Thank you so much for sharing . Here the situation is really serious but we all believe that everything will be fine, if everyone helps. Thanks a lot, stay well Elena

I’m a 2nd grade teacher in CA.We’ve been out for two weeks and we’re just settling into the knowledge that we won’t be going back this school year or maybe even in the fall. Several teachers at my site have been talking about doing a version of this with elementary students (right now we have 1st-4th grade teachers who are on board). One of the things we’re doing this next week while we’re on spring break is working on doing some of our own writing in whatever format we’ve chosen for our students. It’s really cathartic to be writing about what we’re experiencing. Sharing it with each other is really bringing us closer together and helping us negotiate the challenges we are experiencing personally and professionally. And, by doing this we are generating some great examples of different kinds of writing, documenting with words and pictures, writing strategies etc. to use with our students. If anyone knows of anyone who is working on implementing this idea with elementary school kids either on or offline, I’d love to get in touch and share ideas. [email protected]

Thank you all so much for your ideas and comments! Keep them coming. Arin, I too, am finding this cathartic. Elena, your comment gives me chills–I love that in this moment of tragedy we are connecting around the world. I have a dear friend named Elena who is Italian. She is here, in Chicago, but her extended family is in Italy. My heart goes out to you. I have at least 2 or 3 other ideas for blogposts about this moment, but I’m so busy e-teaching I don’t have time to write them!! Here is a link to what I decided to create for students. I keep adding new slides as I read their work, and listen to the news, and live through this time, so check back and see what I add. Feel free to make a copy and adjust and use as you’d like. I hope to eventually share what my students have done. Link: https://docs.google.com/presentation/d/1z-z-su2aD9mjr99EcVVM-Pozzie_o_eWVDdUN9FlvQw/copy?usp=sharing

Thank you so much for sharing!! I am quite excited about this project and should our closure extend yet again, this will definitely be my next unit with my honors English students!!

Hello, thank you so much for sharing!!! I am a middle school teacher from the Central Valley of California. We implemented our distance learning about 3 weeks ago. I can’t wait to see the outcome of my student’s responses. This truly is a historical time.

This is AMAZING! I love it. Thank you for sharing so we could use and adapt for our students. Would you please give us permissions to copy your survey?

Thank you for the AMAZING resources everyone has shared. I, too, am SO busy trying to create meaningful lessons for my 6th graders in the Mid-Hudson Valley of New York. I already have my students journal writing about this historic time in history, but the slide presentations will take this activity to the next level. Stay safe and thank you again!

Is anyone getting any push back from admin on this project? I walk talking to my admin about this project and their response was that although this would be on a voluntary basis, they are worried about giving something else for students to do. Because it would still take time out of the day from doing other required activities for other classes.

They are suggesting taking one day a week or 20 mins each day out of standards to have them engage in this journaling activity.

I was thinking about creating a separate google classroom specifically for this project.

What are your thoughts?

Christine: Here are the writing Common Core Standards for grades 6-12:

From Common Core Writing Standards (6-12): Production and Distribution of Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. I would think this should cover it, even the “trying a new approach.”

Christine, I would either make this assignment replace something else you would normally do or make it optional. I have opted to have students choose only 2 or 3 slides (their choice) and do that once every other week, because every week became too much for me to “grade” each week (I wrote a lot of comments for each student). The first week I did it, I made it optional. Hope that helps. I also like Mary Langer Thompson’s suggestion about the Common Core standards. The bottom line is students are thinking and writing. And isn’t that what it’s all about?

Thank you Lauren and Mary! I did incorporate this onto their Google Classroom as an optional opportunity to Journal and did list the Common Core standards. And you are absolutely right about getting our students thinking and writing. I explained this exact thing to my Admin., and she finally gave her blessings.

Thank you for your advice, it is greatly appreciated.

Great article and ideas. I work for a local county museum in Wisconsin and we are looking at starting a virtual writing/journaling activity for students and adults. We want to get them documenting history through writing, art, and music for themselves and our museum. We are going to partner with county libraries on this project. Are you okay with us using some of your great information while putting this project together? Lynn

Absolutely, Lynn! Good luck.

This is so well done. I have told my HS History students to journal because it is their living history and they will be amazed when they look back and reread their experiences and feelings from this time. I would love to see the survey you created.

Your history journal slides were exactly what I have been trying to develop… and between the content and the technology it was taking a long time. The history journal slides are beyond terrific. I am so looking forward to following your page. I am really struggling with WHAT, as a Middle School Social Studies teacher in a high-needs, inner-city school in which my students’ families are either struggling or in crisis… I’ve sometimes received texts, sometimes in the middle of the night from students that just say “help.” And they don’t mean with assignments. So how relevant is Ancient Egypt (my current curriculum)? What is in the best interest of students? I could go on but I think you get the idea…

Thanks, Christine. Right before the update, within the post, there is a link to my slides. The 3rd slide has a link to that survey. Feel free to make a copy and adjust.

Jason, thanks–I feel your pain. So heartbreaking to get texts like that. I could go on about Ancient Egypt and how I wonder if that is a topic better suited for younger grades or high school, but…. Check out Sarah Cooper’s post in this blog about scrapping her Civil War unit in favor of a “resiliency history project.” Perhaps you could do something comparing leadership–great Egyptian leaders to leaders in today’s crisis? Or perhaps something comparing what our “takeaways” are about Ancient Egypt (the “why” of your curriculum) with what people will be taking away from our current crisis? I also highly recommend the websites Teaching Tolerance and Facing History for how to infuse cultural relevance into what you are doing. Best of luck! Sarah’s post: https://www.middleweb.com/42724/a-social-studies-podcast-project-for-right-now/

Very helpful. Thank you. It’s quite something to adjust your thinking and perspective. This helps.

Hi Lauren, Would you be able to directly share the copy of the survey included in the Living Through History slides. I was unable to open it. It says I need to be a part of your organization to view it. Love what you have created here! Thank you!

This is so powerful to write our own history as we experience it. I asked some of my fellow educators to complete this with me. I am excited to see this through the eyes of a teacher. Thank you so much for sharing this wonderful lesson!

Thank you so much Jason, Jen and Dionna. Sorry for not replying sooner. Jen, I made a copy with my personal email, so try this link: https://forms.gle/xGyMk7Kh76ZUeHkz7

Also, I had another interesting idea that I did with students. I am wrapping up a unit on the Holocaust. I mentioned that the Holocaust was not called the Holocaust as people lived through it. And of course, World War I was not called World War I until after World War II. I asked students, what do you think our current crisis will come to be called? What are people calling it now? Might that change? I had them answer the question on Flipgrid, which is platform that allows students to record short video responses and view those of their classmates. It is so AWESOME to open it up and get to see all your students’ videos.

Hi Lauren. I am from India and live in the city of Thane on the west coast. I had seen your post when I started my pandemic journal project in early 2020. I kept a daily journal over a hundred days between July and October and compiled it into a book, My Life in a Pandemic.

That’s fantastic–what a resource for future generations! I’ve been asking students to journal again as we approach the year anniversary of the start of this pandemic.

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Original article | Base for Electronic Educational Sciences 2020, Vol. 1(1) 20-26

The Use of Assignments in Education

Ömer Gökhan Ulum

pp. 20 - 26   |  DOI: https://doi.org/10.29329/bedu.2020.253.2   |  Manu. Number: MANU-2006-24-0002.R1

Published online: September 17, 2020   |   Number of Views: 799   |  Number of Download: 866

In all educational levels, teachers assign their students with different activities to practice and reinforce what they have learnt. Further, assignments are valuable educational tools that raise students’ consciousness as believed by teachers, parents, and authorities. It functions, in a sense, a bridge between schools and homes. Assignments require the effort, time, and dedication of students, families, and teachers. Thus, it is crystal clear that assignments are practical tools to develop communicative skills and provide learning experiences in order to achieve the needed behavior change. Thus, the purpose of this paper is to examine the views of state primary school students on the assignments given by their teachers. The participants of the study were chosen from the most convenient and accessible schools located in Adana, Turkey. The sample consisted of 250 primary school students (178 female and 72 male) who voluntarily participated in the study. Based upon a qualitative research design, a semi-structured interview designed by the researcher was utilized in order to attain the required data. Therefore, based on a descriptive research design, this study involved the data analysis of descriptive statistics (SPSS 22.0) in order to report the views of participants in numerical data. The findings of the study suggest that assignments are favored by the students, which may be attributed to their school level.

Keywords: Assignment, education, reinforcement, learning, revision

Volume 1 Issue 1

September 2020

Base for Electronic Educational Sciences

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Advantages and Disadvantages of Assignments According to Parents’ Opinions of Primary School Students

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National Education Policy (NEP 2020)

The Union Cabinet approved the National Education Policy (NEP) in July 2020. This policy will usher in sweeping changes to the education policy of the country, including a renaming of the Ministry of Human Resource Development as the Education Ministry.  This article on education in India is aligned with the UPSC Syllabus and is relevant for prelims and mains examination.

National Education Policy 2020 UPSC Notes Download PDF Here

Education and topics related to education in India are relevant for the IAS Exam and are often seen in the news and hence are important for the UPSC Mains. Aspirants can find notes for UPSC Mains General Studies topics from the links given at the end of the article.

Candidates must read about NIPUN Bharat Programme that has been launched as a part of New Education Policy 2020, in June 2021.

The Union Cabinet has approved the new National Education Policy 2020 with an aim to introduce several changes in the Indian education system – from the school to the college level.

• Its aims at making “India a global knowledge superpower”.
• The Cabinet has also approved the renaming of the Ministry of Human Resource Development to the Ministry of Education.
• The New Education Policy cleared by the Cabinet is only the third major revamp of the framework of education in India since independence.
• The two earlier education policies were brought in 1968 and 1986.

Aspirants should read about New Education Policy along with other education-related topics to holistically cover this article. Such similar articles are linked below:

In this article, you will get the following facts about the new National Education Policy 2020 for the UPSC exam:

What is the new National Education Policy 2020?

National Education Policy of India – Background:

The Ministry of Human Resource Development formed a Committee chaired by Dr K. Kasturirangan for preparing the National Education Policy. The Committee was constituted in June 2017.  The Committee submitted its report on May 31, 2019.

The National  Policy on Education covers elementary and university education in urban as well as rural India. 

• The very first policy for education was promulgated in 1968 with the second one following in 1986. 
• The first NPE was based on the recommendations of the Education Commission (1964-66). This policy sought to have a ‘radical restructuring’ of India’s educational system and equalizing opportunities for education for all, to accomplish national integration and better economic and cultural development. 
• The NPE also called for realizing compulsory education for every child until the age of fourteen, as mentioned in the Indian Constitution. 
• It also aimed at providing enhanced training and improving teachers’ qualifications.

Compare NEP 2020 with NEP 1991 in the linked article.

Some relevant points from the official NEP 2020 PDF that can be useful for the UPSC Mains Exam:

• NEP 2020 is the 21st Century’s first education policy in India.
• The development of the creative potential of each student is emphasized in the National Education Policy 2020.
• The NEP 2020 mentioned the ancient scholars like Charaka and Susruta, Aryabhata, Bhaskaracharya, Chanakya, Madhava, Patanjali, Panini and Thiruvalluvar.
• Flexibility
• No hard separations between subjects, curricular and extra-curricular activities
• Multi-disciplinary education
• Conceptual understanding
• Critical thinking
• Ethical Values
• Teachers as the heart of the learning process
• The strong public education system

Also, read State of School Education in India . 

Features of National Education Policy 2020

The National Education Policy as submitted by the Kasturirangan Committee submitted an education policy that seeks to address the following challenges facing the existing education system:

• Affordability
• Accountability 
• The policy provides for reforms at all levels of education from school to higher education. 
• NEP aims to increase the focus on strengthening teacher training, reforming the existing exam system, early childhood care and restructuring the regulatory framework of education. 
• Increasing public investment in education,
• Setting up NEC (National Education Commission),
• Increasing focus on vocational and adult education,
• Strengthening the use of technology, etc.

Compare the features of the New Education Policy with National Agricultural Education Policy .

Key Recommendations of National Education Policy 2020

The National Education Policy 2020 has recommendations and reforms with respect to the following items:

You can read the complete set of recommendations of the NEP 2020 in CNA dated July 30, 2020 .

The above-mentioned recommendations are explained below.

Early Childhood Care and Education

The NEP recommended that early childhood care & education be developed in a two-part curriculum consisting of: 

• Guidelines for Parents & Teachers of students up to 3 years of age
• An educational framework for students between the ages of 3-8 years

The NEP talks about the implementation of these recommendations by expanding and improving the quality of the Anganwadi system and co-locating them with primary schools. 

Right to Education Act, 2009

The NEP recommended extending the range of the  Right to Education Act ,2009 to include the following education levels:

• Early Childhood &
• Secondary School

This will allow coverage of RTE to all children between the ages of 3-18 years. In addition, it suggested the elimination of detention of children until class eight. 

Curriculum Framework

Reforms in the framework of the current curriculum of school education are based on the development needs of the students. The NEP recommends the 5-3-3-4 pattern explained in the table below:

School Exam Reforms

Reforms in the school exam recommended by the NEP include tracking the progress of the students throughout their school experience. 

• It includes State Census Exams in class 3, 5 and 8. 
• Another important recommendation was the restructuring of the 10th board exam that would mainly focus and test only the skills, core concepts and higher-order thinking & capacities. 

Regulatory Structure and Accreditation of Higher Educational Institutions

In terms of Accreditation and Regulatory structure, the NEP recommended the following changes:

• Setting up NHERA (National Higher Education Regulatory Authority),
• Separating NAAC from UGC into an autonomous and independent body.

Read more on the UGC in the linked article.

National Research Foundation

In order to improve the quality of research in India, the NEP recommended:

• It would be an autonomous body that would administer the mentoring, funding and capacity building for quality research in India.

Education Governance

The NEP recommended establishing an apex body for education headed by the Prime Minister under the name Rashtriya Shiksha Aayog or National Education Commission .

• It also suggested changing the name of the Ministry of Human Resources & Development to the Ministry of Education.

Financing Education

Doubling the public investment for education was one of the important recommendations of the NEP 2020.

• NEP 2020 insisted on the expenditure of 6% of the GDP on education.
• Doubling the current 10% of total public expenditure to 20% in the next decade was recommended. 

National Mission on Education through Information and Communication Technology

The NEP suggested setting up an autonomous body that would facilitate decision making on the deployment, induction and use of technology. NEP said that this would be achieved by implementing the following measures:

• The recommended autonomous body would be administered under this mission. 
• It will also include virtual laboratories in various disciplines providing remote access. 

Vocational Courses 

Recommendations of NEP 2020 with respect to Vocational courses can be listed as follows:

• Students in classes 9 to 12 must receive vocational education on at least one vocation,
• Schools should build expert curriculum delivery methods that are aligned with National Skills Qualifications Framework (NSQF) competency levels,
• Higher Education Institutes must also provide vocational courses that are integrated into undergraduate education programmes.

Three Language Formula

The Policy recommended that the three-language formula be continued and flexibility in the implementation of the formula should be provided. The three-language formula states that state governments should adopt and implement the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking states, and of Hindi along with the regional language and English in the non-Hindi speaking states. 

National Education Policy 2020 Concerns

Some of the concerns expressed about the NEP 2020 are as follow:

• The report fails to address and incorporate ideas based on contemporary global thinking like the emphasis on creativity and critical thinking and the need for learning in a non-competitive and non-hierarchical ecosystem and discovering one’s true passion without any sense of fear.
• Delivering the changes proposed related to Anganwadis may be difficult despite the focus given to early childhood care and schooling.
• The propositions of volunteer teachers, peer tutoring, rationalisation of the system of schools and sharing of resources do not seem like long-term solutions.
• Lack of clarity in government strategies regarding the Public Sector like municipal schools, state-run institutions, Kendra Vidyalaya, etc. 
• The creation of a National Testing Agency (NTA) has generated scepticism. The NTA, though envisaged to serve as a premier, expert, autonomous testing organisation to conduct entrance examinations for admissions and fellowships in higher educational institutions may, in reality, lead to loss of autonomy among the universities and departments over admissions.

For a critical analysis of the National Education Policy 2020, check CNA dated July 31, 2020 editorials .

Merits of New Education Policy 2020

• Comprehensive : NEP seeks to address the entire gamut of education from preschool to doctoral studies, and from professional degrees to vocational training.
• Early Childhood Education : In adopting a 5+3+3+4 model for school education starting at age 3, the New education Policy recognizes the primacy of the formative years from ages 3 to 8 in shaping the child’s future
• Easy on Regulations:  NEP 2020 makes a bold prescription to free our schools, colleges and universities from periodic “inspections” and place them on the path of self-assessment and voluntary declaration
• Holistic : The policy, inter alia, aims to eliminate problems of pedagogy, structural inequities, access asymmetries and rampant commercialization.
• Promote Inclusion:  The Policy proposes the creation of ‘inclusion funds’ to help socially and educationally disadvantaged children pursue education

To complement the GS 1 preparation, candidates can check the following links:

UPSC Questions related to National Education Policy 2020

Who is the chairman of the national education policy 2020.

K. Kasturirangan is the chairman of the National Education Policy 2020.

When was the National Policy on Education formulated?

There were National Education Policies in 1968, 1986, 1992 and the latest in 2020. The gist of New Education Policy discussion on RSTV-Big Picture episode can be checked at the linked article.

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SLC School District voters would likely approve a new bond. Here’s what it would cost, and what it would build.

The slc school district board is expected to ok the proposal in august, to go before voters in november..

(Francisco Kjolseth | The Salt Lake Tribune) Architecture dating back to 1922 is visible in the halls at West High School on Monday, Sept. 26, 2022, as talks of a potential rebuild of the aging school are ongoing. A Salt Lake City School District bond proposal could, if approved by the school board and passed by voters, pay for construction of new school buildings at West and Highland high schools.

Likely voters in the Salt Lake City School District would probably support a bond proposal to pay for new buildings at three of the city’s high schools, a survey has found.

The district is considering a $750 million bond, to cover reconstruction costs for West and Highland high schools, and for a new field house at East High School. The district’s board will make a decision in August about whether to put a bond proposal before voters, said Yándary Chatwin, a spokesperson for the district.

Such a bond, Chatwin said, would add about $300 a year in property taxes for someone who owns a house with the area’s average market value of $576,000.

If approved by voters, Chatwin said, construction would start as soon as possible. Work on West and Highland — two of the oldest school buildings in the city — would take between 7 and 10 years, she said. Bond issues like this can only be used on capital improvements, such as construction; the money cannot be used for standard educational expenses, such as teacher pay or classroom materials, a press release from the board explained.

The survey, presented last week to the board and conducted by the Salt Lake City-based public research firm Y2 Analytics , produced three major findings:

• People who were surveyed were randomly presented with one of three dollar amounts for a bond proposal — $750 million, $600 million and $300 million. Participants in the survey showed support at all three levels, and the largest proposal had the most support.

• The bond proposals were more popular, the survey found, when they focused on the district’s aging facilities. For example, West High’s current building opened in 1922 and Highland opened in 1956, making them some of the oldest school builidings along the Wasatch Front. Participants responded most positively to language that emphasized the bond would update those facilities, and to references to the Salt Lake City School District as a “visible flagship” to education across Utah.

• The survey also found that voters need more context about the district’s current needs and successes. A spokesperson for Y2 Analytics advised the board to engage and educate voters better before the bond proposal is released.

The survey was conducted between May 15 and June 9, using email and text messages across the school district. A total of 556 responses were compiled — 40% from the area where Highland students live, 32% from East’s neighborhoods and 28% from West’s. Y2 Analytics weighed the data, based on voter turnout probability, which considers such factors as age, sex and party registration.

The survey will release to the public in the coming weeks, Chatwin said. District residents, she said, should reach out to their school board members to express their thoughts, concerns or support before the bond proposal is finalized.

Donate to the newsroom now. The Salt Lake Tribune, Inc. is a 501(c)(3) public charity and contributions are tax deductible

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International Journal of Quality in Education

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ADVANTAGES AND DISADVANTAGES OF ASSIGNMENTS ACCORDING TO PARENTS’ OPINIONS OF PRIMARY SCHOOL STUDENTS

The aim of this study is to examine the opinions of the parents of elementary school stu-dents in term of advantages and disadvantages of home assignments. The study group of this study consists of parents having students in primary schools in the central districts of Konya in 2017-2018 academic year. 24 students’ parents selected with maximum diversity sampling from the purposive sampling methods were included in the study group. Research data were collected by interview. The researchers prepared the semi-structured interview form for the interviews. The research adopted a qualitative approach exploring a case study and data were analyzed by content analysis technique. The themes obtained as a result of the research; the meaning of homework, the nature of homework, the positive aspects of homework and the negative aspects of homework.

Student Assignments , Parent Opinions, , Case Study

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This is a site about the books and other writing by James Rodgers, author of Assignment Moscow: Reporting on Russia From Lenin to Putin ( new edition 2023 ; first published July 2020); Headlines from the Holy Land (2015 and 2017); No Road Home: Fighting for Land and Faith in Gaza (2013); Reporting Conflict (2012). My work looks at how stories of international affairs, especially armed conflict, are told to the world.

I am an author and journalist. During two decades of covering international news, I reported on the end of the Soviet Union; the wars in Chechnya; the coming to power of Vladimir Putin; 9/11; the Israeli-Palestinian conflict; the 2003 war in Iraq; Russia’s war with Georgia in 2008. I completed correspondent postings for the BBC in Moscow, Brussels, and Gaza. I now teach in the Journalism Department at City, University of London.

Now Out: Assignment Moscow ‘Beautifully written, fascinating throughout’

MY NEW BOOK , Assignment Moscow: Reporting on Russia from Lenin to Putin has now been published in the U.S. and the U.K.

You can order copies, and read more about the book, here for the U.K, edition ( here for the U.S. edition).

These are the reviews so far

“Reporting from Russia has never been easy; Rodgers vividly captures the changing fortunes of Moscow correspondents over the past hundred years, as they penetrated the mysteries of life in Russia and brought them to our newspapers and screens. Some were duped, some were fellow-travellers or spies; most battled against censors and blank-faced politicians; all have helped to shape our understanding of the world’s biggest country.” –  Angus Roxburgh, former Moscow correspondent for the BBC, Sunday Times and Economist

“Writing about journalism in Russia since the revolution, James Rodgers rightly emphasises that to understand Russia you have to talk to people of all kinds. But he argues that even correspondents who knew the language and the history found it hard to report dispassionately because of official obstruction and their own emotional involvement.” –  Rodric Braithwaite

“A highly original, engrossing and accessible book, Assignment Moscow stands out among journalistic accounts of Russia for its subtlety, humility and historic scope. It tells the story of British and American journalists who aimed to throw light on Russia from Lenin to Putin, and in the process illuminated the West itself.” –  Arkady Ostrovsky, Author of The Invention of Russia: The Rise of Putin and the age of Fake News, Winner of the 2016 Orwell Prize

“It is hard to believe that in the torrent of books published on Russia each year, that one could come along as original and valuable as Assignment Moscow. One comes to appreciate the service of our reporting men and women in Moscow. For all their fallibilities, without their dedication, we wouldn’t have half the understanding of Russia that we have today, imperfect as it will always be. We therefore owe them – and especially Rodgers as journalist, teacher, analyst and cataloguer – a huge debt.” –  James Nixey, Chatham House

I was also delighted to get this endorsement on Twitter from Peter Frankopan, Professor of Global History at the University of Oxford, and author of The Silk Roads and The New Silk Roads .

Beautifully written, fascinating throughout – and very timely. Happy publication day ⁦ @jmacrodgers ⁩ ! #AssignmentMoscow pic.twitter.com/WY4xlYL6ZR — Peter Frankopan (@peterfrankopan) July 23, 2020

I will be talking about the book at a number of events planned for September onwards. I will share details here when they are available.

I am very happy to talk at book festivals, to universities, think tanks, conferences etc. Please get in touch if you are interested–contact details below, or via the publisher, I.B. Tauris, part of Bloomsbury .

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• Magazine Issue

Assignment Moscow: Reporting on Russia From Lenin to Putin

Reviewed by maria lipman, by james rodgers.

Rodgers, a British journalist who has worked in Russia at various times since the 1990s, writes about the plight of the English-speaking correspondents who have covered Russia, going all the way back to the Russian Revolution in 1917. That their task was not easy is hardly surprising, yet Rodgers repeatedly emphasizes the difficulties they faced (the word “difficult” is used to describe their job at least two dozen times): strict censorship (foreign journalists were forced to clear their dispatches with Soviet authorities until 1961), travel restrictions, limited access to senior officials and ordinary people alike, and the government’s suspicion that Anglo-American correspondents were spies in disguise. Even Rodgers’s discussion of the American journalist Hedrick Smith—who, despite the restrictions, famously managed to produce exceptionally rich and insightful coverage of the Soviet Union and its people in the 1970s—is reduced to Smith’s reflections on how difficult his work was. Rodgers’s narrative rests on an enormous number of articles in Anglo-American media, books by and about journalists, and his own interviews with many Moscow correspondents. He quotes some of them as saying that journalists knew and understood Russia better than diplomats or policymakers did. This may or may not be true. Unfortunately, Rodgers doesn’t give the diplomats and policymakers a chance to respond.

• More By Maria Lipman

More from Eastern Europe and Former Soviet Republics

Nested Nationalism: Making and Unmaking Nations in the Soviet Caucasus

By krista a. goff, a short history of russia: from the pagans to putin, by mark galeotti, weak strongman: the limits of power in putin’s russia, by timothy frye.