Holistic Progress Card (HPC)
Foundational Stage
2
Policy Perspective
3
National Education Policy, 2020
● Recommends pedagogical and
curricular restructuring of school
education as 5+3+3+4, to make
it more responsive and relevant to
the developmental needs and
interest of learners at different
stages of the development.
● The age group 3 to 8 years consist
the Foundation Stage.
4
NEP 2020 on Curriculum and Pedagogy in Schools
Learning Should be Holistic, Integrated, Enjoyable, and Engaging
01 03 0
02 04 5
Restructuring Holistic Reduce Empower
Experienti
school curriculum development curriculum students
al
and pedagogy in of learners content to through
learning
a new 5+3+3+4 enhance flexibility in
design essential course choices
learning and
critical thinking
0 0 08, 1 1
6 7 09 0 1
Multilingualism Curricular National Transforming Support for
and the power of Integration of Curriculum Assessment Gifted
language Essential Framework for for Student Students/Studen
School Education
Subjects, Skills, Development ts with Special
(NCFSE) and
and Capacities Talents
National Textbooks
with Local Content
and Flavour
International
Practices in
Holistic Reporting
Introduction to Holistic Reporting
● Holistic reporting
A comprehensive approach to assess students' progress and development.
Goes beyond traditional grading systems to provide a fuller picture of learning
experiences and achievements.
● Global Adoption
Countries such as Singapore, Canada, and India have embraced holistic assessment
They recognise the importance of capturing academic performance and students'
holistic development.
● Importance of Holistic Reporting
Enables educators and parents to understand students' strengths, areas for improvement,
and overall growth. Provides a complete assessment of educational journey by considering
attitudes, dispositions, and personal qualities.
Holistic Reporting in Singapore (1/1)
● The Primary Education Review and Implementation (PERI) introduced Holistic
Assessment Reporting that involves a comprehensive "Holistic Development
Profile" to provide parents with a deeper understanding of their child's
progress throughout the academic year.
● Schools in Singapore use a holistic reporting system comprising diverse
reporting tools such as holistic report cards, progress reports, and student
portfolios.
➢ Portfolio Assessment: Tracking students' progress, development, and achievements.
➢ Qualitative Feedback: Providing formative feedback to students to support their
ongoing learning.
➢ Grades/Marks and Comments: Offering summative evaluations along with qualitative
comments to provide a balanced view of students' performance.
Holistic Reporting in Singapore (1/2)
● An integral aspect of Singapore's holistic reporting approach is the involvement
of students in the assessment communication process through initiatives like
Parent-Child- Teacher Conferencing. The information provided to parents
encompasses three key areas:
➢ Product: Reflects students' achievements and performance.
➢ Process: Highlights students' learning attitudes, dispositions, and personal qualities.
➢ Progress: Indicates the extent of improvement students have made over a period of
time.
By adopting this holistic approach to reporting, Singapore
aims to provide parents with a comprehensive understanding
of their child's holistic development and foster meaningful
engagement between students, parents, and teachers.
Holistic Reporting in Ontario, Canada
(1/1)
● Schools use standardised Progress Report Cards and Provincial Report
Cards to overview students' development and achievements
comprehensively.
● These report cards include sections for communication and collaboration
between teachers, parents, and students, identifying specific learning
objectives and targets and providing opportunities for feedback and
reflection.
Holistic Reporting in Ontario, Canada
(1/2
Teacher-Parent-Student Conference Student Comments/Reflections (with
)
Notes and Information: Encouraging
communication and collaboration
between teachers, parents, and
or without stems): Encouraging
students to reflect on their learning
experiences, strengths, areas for
Train teachers extensively for holistic
reporting transition and to acquire
essential skills.
students to discuss progress and set improvement, and goals.
goals.
Request for Interview with Parent:
Student Goals: Identifying specific Aim to simplify data collection and
Offering the option for parents to
learning objectives and targets for reporting for teachers with user friendly
request further discussions or
individual students to work towards. software tools that enable holistic
meetings with teachers to address any
reporting.
concerns or queries.
Parent Comments/Reflections (with or Request for interview with Teacher:
Encourage professional
without stems): It allows parents to Similarly, providing the opportunity
development to enhance student
share their insights, feedback, and for teachers to request meetings with
well-being and adapt to changing
reflections on their child's progress. parents to discuss.
reporting practices.
Alignment with Policy Background (NEP 2020)
● NEP 2020 in India stresses experiential and joyful learning, holistic development, and
a learner- centric approach instead of rote learning. Report cards have often led to stress
and loss of self- esteem. The NEP recommends a 360-degree Holistic Progress Card (HPC)
that highlights each child's uniqueness.
● The HPC acknowledges the individuality of students and involves parents, peers,
and other stakeholders in the assessment process to foster self-awareness and
confidence.
● HPC emphasizes holistic development of learners, celebrating each learner's
uniqueness and eliminating competition and comparison.
● The HPC suggests using multiple assessment tools
Understanding the Principles of
Holistic Assessment (1/1)
● Holistic assessment acknowledges the multifaceted nature of human beings,
encompassing
cognitive, emotional and spiritual dimensions. Assessing the spiritual aspect poses
challenges due to its abstract and diverse interpretations.
● Gandhi ji's '3H' (Head, Hand, and Heart) concept of holistic development integrates
cognitive,
practical, and emotional dimensions in education. This approach supports
interdisciplinarity and discourages dividing school subjects. The NEP-2020 supports
this approach.
Understanding the Principles of
Holistic Assessment (1/2)
●
Holistic thinking is emphasised over isolated learning. All skills develop simultaneously
and are interconnected. This perspective values intuition, care, compassion, well-being,
and happiness, and is rooted in a humanistic framework. Anecdotes and reflections
provide insights into students' holistic development beyond traditional metrics.
● Holistic assessment aligns with NEP-2020 by recognizing the multi-dimensional
nature of
human beings and promoting interdisciplinary approaches to education. It
prioritizes
integrating cognitive, practical, and emotional dimensions, fostering the overall
development
and well-being of learners.
Challenges of Implementing Holistic Reporting
Solution
s
1. Shifting to holistic reporting from
traditional mark-based reporting requires
a mindset change. Holistic reporting 1. Train teachers extensively for holistic
emphasizes process communication and reporting transition and to acquire
strength celebration over success and essential skills.
failure. Parental awareness needs to be
raised to understand this shift.
1. User-friendly software can help
teachers collect comprehensive 1. We aim to simplify data collection and
qualitative data for reporting by reporting for teachers with user-friendly
software tools that enable holistic
streamlining the process and
reporting.
incorporating defined competencies
and skills.
1. Extensive teacher training and
1. Encourage professional development
awareness programs are essential for to enhance student well-being and
the effective implementation of adapt to changing reporting
holistic reporting. This includes practices.
understanding the philosophy of
holistic reporting and utilizing any
accompanying software.
● Holistic reporting aligns with modern education policies such as the NEP 2020.
Countries like Singapore & Canada prioritize communication, strengths and overall
development of students in their holistic reporting systems.
● This approach promotes collaborative learning, emphasizes interdisciplinary
integration, and
recognizes the multifaceted nature of human beings.
● Holistic reporting faces challenges like mindset shifts, data collection burdens and
extensive teacher training. Addressing these through awareness, user-friendly software
tools, and professional development programs is crucial to realizing the benefits.
● Reporting can celebrate uniqueness, foster well-being, and promote lifelong
learning. Holistic assessment practices empower students to reach their potential
and contribute
THE WAY AHEAD
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National Curriculum
Framework for Foundational
Stage, 2022
• Based on the vision of NEP 2020, NCF
for the Foundational Stage has been developed
by NCERT to enable its implementation.
• Released in October 2022.
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Highlights of NCF-FS 2022
The NCF is one of the key components of NEP 2020, that enables and
energizes this transformation, informed by the aims, principles, and
approach of NEP 2020.
This is the first ever integrated Curriculum Framework for children between
ages 3-8 in India. It is a direct outcome of the 5+3+3+4 ‘curricular and
pedagogical’ structure that NEP 2020 has come out with for School
Education.
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National Curriculum Framework for Foundational
Stage, 2022
● The foundational stage is conceived as five years of flexible, multi-
level, activity-based learning for the students in the age group of 3-
8 years.
● Recommends
❖ age-appropriate pedagogy curriculum assessment for the
foundation stage.
❖ the need to nurture the unique capabilities of each child
❖ a multidisciplinary approach to education.
● It bridges the divide between the home environment of the child
and the formal school environment.
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Scope of Foundational Stage
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Why are these assessments needed?
Assessment is a lens for understanding learning,
identifying invisible barriers and helping teachers to
improve their teaching strategies.
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Assessments at the Foundational Stage
NCFFS (2022) recommends that
1. Assessment tools and processes need to be designed such that
they are a natural extension of the learning experience for a child.
2.Teachers need to design different kinds of
assessment, for the same learning outcome and also
for different learners.
3.Teachers must ensure that assessments
enable recording and documentation of
children’s progress.
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Assessments at the Foundational Stage
NCFFS (2022) recommends that
4. Systematic record keeping of such assessments is considered an
important professional responsibility of teachers.
5.Care must be taken to ensure that assessment
does not overly burden both the teachers and the
students.
6.Teachers have the autonomy to design and judiciously choose
appropriate tools for assessment and the periodicity in which assessment-
related record is maintained.
Teachers have the autonomy to design and judiciously
choose appropriate tools for assessment and the
periodicity in which assessment- related record is 24
Such assessments would enable teachers to:
● Get an insight and an overall view of the learning achievement of
children in a classroom.
● Consolidate learning - assessment tasks, and map the rate of progression of
learning
over a period of time for each child.
● Identify the needs, preferences, and interests of the child and recognize early
signals about possible developmental challenges or learning difficulties a child
might be facing.
● Design the future course of action, select appropriate content and
pedagogical approaches, plan appropriate additional learning experiences and
create opportunities for children who are not learning adequately or with
learning gaps in learning.
● Seek collaboration and coordination, wherever possible.
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Decoding Competencies and Learning
Outcomes
26
Linkages between Domains, Curricular goals,
Competencies and Learning Outcomes
Domains
Curriculum Goals
Competencies
Competencies
Learning
oLuetacorn
minegs
27
Domains
• Physical development
• Socio-emotional and ethical
development
• Cognitive development
• Language and literacy development
• Aesthetic and cultural development
• Positive Learning Habits
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Domains: Taking view of the development
pattern of children in the age group of 3 - 8 Competency:
years and how children learn at this stage, Each developmental goal
the curricular goals have been articulated consists of competencies.
for the five major domains Competencies are statements
that specify what children will
know, be able to do, or be able to
Curricular Goals: demonstrate when they have
Statements that give directions to completed or participated in a
curriculum development course or programme.
and implementation.
Learning Outcomes are
They are derived from Aims and are
granular milestones of learning
specific to a Stage in education. and usually progress in a
National Curriculum Frameworks guide the sequence leading to attainment
development of all the Curricular Goals. of a Competency.
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Curricular Goal
E.g.: “Children develop effective
communication skills for day-to-day
interactions in two languages
Competencies Learning Outcomes
E.g.: “Converses fluently and can E.g.: “Initiates conversations in
hold a meaningful conversation” and daily life with peers and teachers
“Understands oral instructions for a in a variety of school settings”
complex task and gives clear oral
instructions for the same to others”.
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Domains CGs
Physical Development 3
Socio-emotional and 3
Ethical Development
Cognitive 2
Development
Language and literacy 3
Aesthetic and Cultural 1
Development
Positive Habits 1
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32
Social & Ethical
Domains Physical Dev Dev Cognitive Dev Language Dev Asthetic Dev Positive Habits
C LOs C LOs C LOs C LOs C LOs C LOs
Years
3-4 16 31 7 12 16 34 12 20 5 13 4 12
4-5 16 37 9 14 16 43 13 25 5 13 4 14
5-6 16 37 9 41 16 49 17 31 5 16 4 16
6-7 14 31 9 23 16 50 17 30 5 16 4 10
7-8 14 30 9 25 16 49 17 29 5 16 4 12
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HPC is a 360-degree holistic multidimensional Progress Card which reflects the progress as well as the uniqueness
of each learner in the cognitive, affective, and psychomotor domains; and be an important link between parents
and teachers. Given below are some of its salient features:
Goal Setting Flexible
The HPC includes opportunities for the Activities/ Tasks, Prompts, Templates and
child in consultation with the teacher formats will be provided to the teacher. And,
to set future goals thus providing there will be a possibility to customise them
direction to both, teacher and the according to a school’s individual needs,
child in terms of future action. making the HPC a flexible tool.
Builds Inter-
on Disciplinary
self- The HPC encourages and offers
aware possibility for inter-disciplinary task
assessment under which individual tasks
ness
the teacher, the child and where can be assessed, in alignment with the
possible, the parent. and recommendations of the NEP 2020 to
Assess the task and self- break the subject silos.
not the learner estee Tracks skills and
Assess the ability of the child m competencies
to complete
The HPC an assessment the strengths
communicates Assesses the competencies
according
and areas to of defined
improvement with and skills as laid down in
competencies
participation and skills
and discussion between NIPUN.
continuously.
FORMAT OF HPC
Continuous Assessment 01 Set of Outcomes
This card is an individualized and comprehensive A comprehensive list of age/grade-wise outcomes
representation of a student’s progress. It builds on 07 02 is given in the NCFFS which are expected to be
continuous assessment to present a picture of the covered during classroom sessions.
student’s progress across a specific time.
Support Strategy Reporting of Progress
06 03
At the beginner level it would be desirable that a For the purpose of reporting the progress of a
teacher include a narrative how she/he will student, selected competencies that represent the
support the child and what parental support is critical areas of instruction and development are
required. Schools must select any non-hierarchical highlighted in this Card along with each
and neutral icon such as a flower, tree, smiley etc. 05 developmental goal.
in the cards for representation.
Parents’ Feedback Pictorial Representation Self-Assessment
To make parents an integral part of a child’s Finally, a pictorial evidence of the child’s There is also a section on Self-Assessment and
learning progress, a section on Parents’ Feedback work is represented in the portfolio section. Peer Assessment, which shall reflect child’s self-
on certain aspects is also given. This gives a This will essentially present the child’s work reflection and peer-reflection on the basis of some
complete picture of the child and provides an in the task assigned. tasks of activity- based/ experiential learning.
evidence of their growth in the progress review
over years.
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HPC in Practice
37
Sections of the Prototype
• All about me
• A glimpse about myself
• A glimpse about my family
• Checklist/Observation of
competencies
• Learner’s profile by the teacher
• Parent’s feedback
• Self-assessment and Peer-
assessment
• Learner’s Portfolio 38
Sections of the Prototype (1/4)
39
Sections of the Prototype (2/4)
40
Sections of the Prototype (3/4)
41
Sections of the Prototype (4/4)
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Role of principals and teachers
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Role of principals and teachers regarding
assessment
● Assessment is such crucial evidence of the learning of the child, it should
accurately reflect the intent of evaluating the achievement of a Competency or
Learning Outcome. The connection between the intended Learning Outcome and the
assessment should be clear and precise.
● Assessments are ongoing in the Foundational Stage.
● It is important to periodically aggregate, summarise and analyse all the assessments
during a term.
● The school should maintain a folder for each child. The folder will contain all
information about the child and the Teacher’s narrative summary for each term/year.
● HPC should be used to communicate with the parents and families of the child in
their learning journey.
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Analysis of evidence
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Thank You!!!
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