Two sides, same coin
Recently, annual results of 10th and 12th classes were declared. A sizeable number of students have made transition to the next grade. Still the emphasis is laid on the grades achieved by the student in the examination, which unfortunately assesses the content rather than competencies. The problem in assessing the content fostering rote learning or cramming up of information which now is considered as an obsolete skill. What really we are celebrating then? The parents, teachers, institutions, and relatives attribute the success of the child based on the score he/she acquires in exams, which evaluate the amount of content student has memorized and is supposed to vomit out in a two –hour pen paper test. Is this the only tool to assess the level of acquisition of skills?
The tag line of NEP 2020 is transition from content to competencies. How the competencies will be nurtured when they are not even assessed? Nature of assessment decides the type of pedagogy to be employed by the teacher. When the assessment evaluates retention of content, obviously teacher will encourage overdosing of the content. Why the teacher will re-direct his pedagogy then? The teacher always directs his classroom teaching learning transaction to ensure his students do fairly well in the year end examinations. The acquisition of 21st century skills will not be realized unless the teacher shifts away from traditional approaches of teaching learning: he has to shun the dry-mouthed chalk and talk pedagogical approach and embrace inclusive and newer approaches of pedagogy to let the realization of age –appropriate competencies. This wouldn’t be possible unless and until there is paradigm shift in the assessment landscape. Besides evaluating the content, other life defining skills which are pre-requisite for holistic development are to be assessed to render the assessment effective and relevant. The sad reality, however, is the assessment approach implemented in 1980s and 1990s which purely relies on pen-paper test, is still replicated. Obviously it is expected from our existing education system to generate chunk of youth with poor employability skills and will be added to the long list of unemployed youth.
Transition to Constructivism: Understanding how students absorb, process and retain information has never been more critical in an era of rapidly evolving learning environments. Traditional teaching methodologies, rooted in rote memorization and standardized assessment, often fail to engage students meaningfully. However, insights from behavioral sciences offer a fresh prospective on how learning can be optimized to create more dynamic, evolving and inclusive classroom.
The nerve center of the NEP 2020 is the National curricular frame work for school education 2023( NCFSE 2023). NCFSE 2023 revolves around constructivist approach and reckons students as co-creaters of new knowledge. There needs to be flexibility on the part of the teacher to accommodate students with diverse learning styles and create congenial learning environment to foster personalized learning which encompasses the all-round and holistic development of the learner.
Processing information: Behavioral science underscores that learning is not merely a passive transfer of information but a complex interplay of cognitive processes, emotions and environmental cues. One fundamental concept is cognitive load theory, which suggests that students have a limited capacity to process information at any given time. Overdosing learners with excessive content or poorly designed material leads to cognitive fatigue, reducing retention and comprehension. Instead segmentization of complex lessons or topics into smaller and more manageable portions improves attainment of competencies and comprehension.
Motivation as a factor in the learning process: Traditional education often relies on extrinsic motivators such as grades and rewards, but behavioral research suggests that intrinsic motivation –where students are driven by curiosity, autonomy, and collaboration yields more sustainable learning outcomes. The essence of self-determination theory explains that when students feel a sense of autonomy and flexibility in their learning, they engage in desired learning.
Innovative learning strategies: The cognitive bias where people tend to rely on immediate examples that come to mind, suggests that relatable and vivid storytelling is far more effective than abstract theories. When educators use narratives, case studies, and real life applications, students are more likely to internalize concepts. Additionally, incorporating active learning strategies, such as discussions, role playing and experiential learning leads to stronger cognitive connections than passive chalk and talk approaches. Instead of being passive consumers of knowledge, research consistently demonstrates that students learn best when actively involved.
Classroom environment: The classroom settings play a subtle but powerful role in shaping student success. Behavioral science underscores that impact of nudges - small environmental or procedural changes that influence behavior without restricting choices. For instance, structuring syllabi with clearly defined goals and providing regular formative feedback can guide students towards better academic habits. The way assessments are framed also matters: instead of high stake exams that induce anxiety, incorporating low stakes, frequent quizzes, debates, symposiums have been found to reinforce learning while reducing stress. Even the physical layout of classroom–arranging seating to encourage collaboration rather than isolation–can significantly impact student participation and engagement.
Employability skills: Beyond academic learning, behavioral science offers valuable insights into bridging the employability gap. Employers today seek job aspirants who are not only knowledgeable but also adaptable, resilient and capable of making sound decisions in uncertain circumstances. The field of decision science sheds light on how students can be trained to think critically and make better judgments. Introducing scenario based learning, where students are put in complex real world decision making situations, prepares them for professional challenges. Encourages reflection and metacognition –where students analyze their thinking patterns–can also foster better problem–solving and adaptability. The pedagogical approach must revolve around transforming students into engaged learners and critical thinkers.
Tailpiece: Social media platforms are flooded with grade cards uploaded by the relatives of the students who have performed exceedingly well in the recently declared results. Why we are still associating success to the marks or grades fetched by a student?
Dr. Mushtaq Rather, Educator from Mattan Anantnag, J&K
