Akhil Bhartiye Shiksha Samagam-

A Roadmap to Competency Based Assessment: PARAKH

Date: 30th July 2023

Dr. Nirmaljeet Singh Kalsi IAS (Retd.)
Chairman, National Council for Vocational Education and Training
Ministry of Skill Development and Entrepreneurship,
Government of India, New Delhi
 A Roadmap to Competency Based Assessment: PARAKH

• Dr. Nirmaljeet Singh Kalsi, Chairman, NCVET

• Dr. TG Sitharam, Chairman, AICTE

• Shri. Sridhar Rajagopalan, Co Founder, Education Initiatives

• Dr. Pratibha Kohli, Principal, Maharaja Agrasen Model School, New Delhi
 Learning Outcome, Competency & Competency Based Assessment (CBA)

• Learning Outcomes (LO) represent what a learner knows,

understands and is able to do on completion of a learning
process, and which would be expressed in terms of knowledge,
skills and competence

• Competency means the proven ability to use the acquired

knowledge, skills or personal and social abilities, in
discharge of responsibility roles. It is the ability to do a job well

• Competency-based assessment is an approach to

evaluating an individual's knowledge, skills, and abilities
based on specific competencies or job requirements.

Key Components of CBA

Development of Learning Independent, Fair & Reliable
Identification of Designing Assessment
Outcomes and Performance Assessments & Tech
Competencies Standards, Strategy & Tools
Criteria (LOs & PCs) supported Governance
 National Education Policy – Guiding the Assessment Reforms 1/2

NEP Provisions Para & Page

No
• Shift towards competency-based learning and education. Alignment of assessment tools Para 4.6, Pg
(including assessment “as”, “of”, and “for” learning) with the learning outcomes, 12
capabilities, and dispositions
• The aim of assessment from summative and primarily tests rote memorization skills to more Para 4.34 Pg
regular, formative & competency-based, promotes learning and development for our 17
students, and test higher-order skills, such as analysis, critical thinking, and conceptual
clarity. The primary purpose of assessment will indeed be for learning
• PARAKH as a standard setting body - setting norms, standards and guidelines for student Para 4.41 Pg
assessment and implementation 19
• The National Testing Agency (NTA) to offer a high-quality common aptitude test, as well as Para 4.42 Pg
specialized common subject exams 19
• Continuing Professional Development (CPD) of Teachers for self-improvement - latest Para 5.15 Pg
pedagogies on foundational literacy and numeracy, formative and adaptive assessment of 22
learning outcomes, competency-based learning, and related pedagogies
 National Education Policy – Guiding the Assessment Reforms 2/2

NEP Provisions Para & Page

No

• Scientific Assessment Methods, designed to continuously improve learning and test the Para 12.1 Pg
application of knowledge. 38

• General Education Council (GEC) to frame expected learning outcomes for higher education Para 18.6 Pg
programmes, also referred to as ‘graduate attributes’. 47

• NHEQF to be in sync with NSQF for integration of vocational education into higher Para 18.6 Pg
education. 47
• The SCERT to develop a School Quality Assessment and Accreditation Framework (SQAAF). Para 8.5 d, Pg
Certification of competencies of students at the school-leaving stage by the Boards of 31
Assessment/Examination in each State.

• Online assessment & examinations; assessment frameworks encompassing design of Para 24.4 h, Pg
competencies, portfolio, rubrics, standardized assessments, & assessment analytics; 60
assessment using education technologies focusing on 21st century skills.
 Competency Based Assessment – Enabling Initiatives & Frameworks

1. National Education Policy 2020 and National Credit Framework (NCrF)

2. Enabling Competency and outcome Based Learning & Assessmentt hrough Qualification
Frameworks in, Higher Education VET & Skilling, and School Education
a) National Higher Education Qualification Framework (NHEQF)
b) National Skills Qualification Framework/ Recognition & Regulation of Assessment Agencies/
Blended Mode of Assessment
c) National Curriculum Framework
3. Qualification frameworks define Courses/ Qualifications in terms of
a) Competencies and Learning Outcomes,
b) Competency levels based on objective descriptors (Level Descriptors),
c) Assessment Criteria/ Performance Criteria.
d) Facilitate Mapping of Learning outcomes for enabling national/ international mobility
4. Assessment Types for LOs, PCs and Competency Based Assessment (CBA)
5. Assessment Strategy & Methodology for Competency Based Assessment
6. Technology for Supporting & Better Governance of Assessments (Platforms)
 Technology for Supporting & Better Governance of Assessments

• Use of technology is well established and matured (GRE, Digital Infrastructure for Assessments -
GMAT, CAT, CUET etc) Features
• Technology itself can be used for observing & recording • State-of-the-Art technology
of the process of assessment and its integrity.
• Students’ behaviour /body gestures are also be observed • AI enabled test engine - Automated
and described using the embedded AI tools.
Creation of Test, Anti-cheat detection
• Technology can support provide to impartial objective by Live Proctoring, Real time photo
assessment.
capturing of candidates etc.
• Automatic evaluation & summarizing of results is created
by the software tools/ platform. (Non Touch evaluation) • Audio and Video systems for online
• Menial usage of material, hence saving cost of training proctoring and / or auto proctoring
and assessment. (Speed, scalability)
• Indicative technological tools as learning aid as well as
• Geo-tagging facilities
used to conduct assessments are listed below
• Performance reporting and analytics
Special
Digital
Animation Simulators Metaverse XR tools for
Twins
Divyangs • Online verification & authentication
What Constitutes Learning under National Credit Framework (NCrF) for which
assessment methods will have to be specified.

• NCrF notified by GoI as an inclusive one single meta framework to seamlessly integrate the credits
earned through school education, higher education and vocational & skill education
• NCrF Enables Creditisation of all Learnings. The Components of Learning subject to assessment
could be:
 Provisions of NCrF enabling Competency based Learning & Assessment

Competency based Learning: LO to be prescribed for all academic/vocational programs

Competency Levels: All Qualifications/courses to clearly describe desired competency levels (NCrF/NHEQF/NSQF/NCF)

Assessment is Mandatory for earning Credits for any type of learning

Learning Outcome (LO )based Assessment: Credits to be assigned only after successful assessment against LO

Creditisation of all types of learning, academic, skills, experiential leaning based on assessment against LO

Creditisation of Experiential Learning including relevant experience and proficiency/professional levels acquired

RPL, On Demand Assessment and mainstreaming of students into educational ecosystem based on CBA

NCrF creditises learning in any Mode; offline, On-line and Blended Mode of Learning

Competency Mapping to enable pathways from Vocational Education, Training and Skilling with General Edu & vice versa

Outcome Based Special Assessments for competitions like hackathons/Olympiads or gifted students or exceptional achievers
 Assessment Types for Competency Based Assessment

1. Diagnostic Assessments: Diagnostic assessments evaluate an individual's knowledge and skills on a

specific topic. Conducted at the beginning, they help gauge the candidate's existing understanding of
the subject.
2. Formative Assessments: Formative assessments is a continuous learning-based evaluation, it’s a
technique to assess candidates’ performance and progress simultaneously
3. Summative Assessments: Summative assessment is to evaluate candidates learning at the end of an
instructional unit by comparing it against some standard or benchmark. Summative assessments
include midterm exam, final project, paper, senior recital
4. Ipsative Assessments: It compares an individual with themselves, not others, forcing them to choose
among options without a comparative scale, revealing strengths and weaknesses.
5. Norm-referenced Assessments: Compare test takers to a statistically selected group to determine
how they perform relative to the average student.
6. Criterion-referenced: It measure performance against specific predetermined criteria or learning
standards.
 Assessment Types for Competency Based Assessment

7. Peer-to-peer randomized Assessments enable students to critique and provide feedback to each
other, fostering lifelong assessment and self-improvement skills while enhancing learning through
knowledge exchange and motivation
8. Industry Validated Assessments ensure the relevance of vocational training by directly involving
employers in assessing the acquired skills, making it an effective outcome-based assessment method.
9. AI-based Assessments offer continuous feedback to supervisors and instructors on candidates'
learning progress, needs, and support requirements, while minimizing human bias for fair evaluations
10. Self-Assessments empower candidates to evaluate their own learning process and products based on
agreed criteria, fostering active participation, honest assessment of strengths, and areas for
improvement, encouraging meaningful discussions with instructors.
11. Recognition of Prior Learning (RPL) assesses learners' previous formal, non-formal, and informal
learning against approved qualification standards to recognize their existing competencies and skills.
12. Game-based Assessments are engaging pre-hire tests designed as games to quickly evaluate
candidates' skills. With a focus on mobile technology and Gen Z preferences, they offer an efficient and
scalable solution for talent acquisition teams.
 Assessment Methodology for Competency Based Assessment

Assessment Methodology Steps for CBA

1. Identify Competencies: Clearly define the competencies or learning

1. Identify outcomes to be assessed for theoretical knowledge and practical skills.
Competencies
& LO 2. Set Assessment Criteria: Establish clear criteria for evaluating
2. Set performance in each assessment method.
8. Continuous
Assessment
Improvement
Criteria 3. Select Assessment Methods: Choose appropriate assessment methods
based on the nature of the competencies.

4. Ensure Authenticity: Implement measures to ensure the authenticity and

integrity of assessments.
7. Feedback Assessment 3. Select
and Methodology Assessment
Reporting Framework Methods 5. Provide Instructions: Clearly communicate assessment instructions and
expectations to candidates.

6. Blend Assessments: Integrate different assessment methods to create a

blended approach, using online and offline modes for both theoretical and
4. Ensure practical assessments.
6. Blend
Authenticity/
Assessments
Use Tech
7. Feedback and Reporting: Provide constructive feedback to learners and
5. Provide generate comprehensive assessment reports.
Instructions
8. Continuous Improvement: Regularly review and refine the assessment
methodology based on feedback and results.
Competency based Assessment in VET & Skilling
(Use cases)
 Enabling Competency Based Assessment in VET and Skilling - NSQF
 The National Skills Qualification Framework (NSQF) is an outcome and competency-based framework which
organizes qualifications according to a series of levels of knowledge, skills, aptitude, and responsibility levels defined in
terms of learning outcomes which the learner must acquire through formal, non-formal or informal learning which
may comprise of academics, vocational education, training & skilling and experiential learning including relevant
experience and proficiency/ professional levels acquired, subject to assessment.

 NSQF has been revised and realigned with NCrF & NEP.
NSQF Level
Various features of NSQF Enabling CBA Descriptors
1. All Qualifications are defined in terms of Competencies i.e. National Occupational Standards
(NOS) • Professional Theoretical
Knowledge
2. Each Qualification is assigned a Competency level based on Level descriptors
• Professional and Technical
3. Multiple Modes of Acquiring Learning outcomes/Competencies – Theory, Practical, Hands Skills/ Expertise
on/ studio/ workshop, Field based learning/ projects/ Internship & Apprenticeship, OJT
• Aptitude, mind-set, soft
4. Competency based Assessment through Performance criteria which are learning Outcome skills, employment
based performance indicators for outcome based assessment readiness
5. Each Qualification to clearly demarcate an Assessment Strategy indicating Assessment Tools, • Broad Learning Outcomes
Assessment methodology, Assessment Criteria and Assessor’s Qualifications
• Responsibility
6. Trained & Certified Assessor to conduct assessments of NSQF aligned Qualifications
Enabling Competency Based Assessment in Vet & Skilling - Guidelines

B. Regulation of Assessment & Assessment Agencies

Guidelines for Assessment & Assessment Agencies: NCVET has developed & implemented guidelines
detailing down the operational framework for Assessments in VET & Skilling. These guidelines aim to maintain
consistency, fairness, and quality in the assessment process through

Global Assessment Agencies/Platforms recognised

Standardization
of Processes for Assessments in VET & Skilling:

Credit-based
Quality
assessment
Assurance
through NCrF

Regulating
Assessment

Quality
Alignment
Improvement
with NSQF
Mechanism

Monitoring &
Evaluation
 Enabling Competency Based Assessment in Vet & Skilling - Guidelines

 Blended Learning Guidelines: Enables learning/Assessment of student not only via traditional
face-to-face teaching but also Digital/ online media.
 A blend is decided depending upon various factors like Infrastructure, Digital reach, Accessibility,
type of Competencies etc.
 Guidelines provides for Key Features of Assessment Engine amenable to Blended Assessments
 7 verticals in Blended mode of Learning including Assessment prescribed are as follows

2.
5.
Soft/Life Skills/ 3. 4.
1. Tutorial,
Employability Showing Practical Skill
Theory/ Lectures Assignments,
Skills/ Demonstrations Lab Work
Drill & Practice
Mentorship

6. Assessment/ 7.
Evaluation/ Apprenticeship,
Examinations Internship, OJT
 Road Map to enable Competency Based Learning & Assessment from
Teaching and Examination

• Transformation of Course Curriculum into Competency based pattern with Detailed Learning Outcomes/ PCs
• Development of Learning Material, Teaching/Training Pedagogies and other tools for imparting outcome based
learning
• Capacity Building of Institutions, Teachers/Trainers, Examiners, Assessors & learners (Training of Teachers/Trainers &
Assesors )
• Preparation of common norms, standards and guidelines for assessment and evaluation by the concerned
Agencies
• Building a new culture of Assessment based on Competencies with focus on Formative & Adaptive Assessments as
prescribed by NEP
• Development of Assessment Criteria, Tools, Methodologies and corresponding question banks based on outcome
based course curriculum & competencies
• Development of Digital Infrastructure & Technology to assist Competency based Assessments & enable IT based
tracking of students
• Effective Operationalisation of: APAAR &
PARAKH NCrF
ABC
Thank You