The Nagaland Board of School Education (NBSE), in collaboration with Dream A Dream, successfully conducted a training program on the piloting of the Holistic Progress Card (HPC) – Thriving Progress Profile for selected Class Teachers of Classes IX and XI. A total of 32 teachers from 10 (ten) districts participated in this training session, which is a part of the National Education Policy (NEP) 2020’s initiative to create a multifaceted approach to student assessment.
The session began with an introduction by Chairperson of NBSE, Asano Sekhose, who emphasized the need for a Holistic Assessment approach to move beyond rote learning, as current assessments fail to evaluate students’ social-emotional, kinesthetics, and vocational skills. She encouraged the teachers to engage positively with this pilot initiative.
The session was followed by an engaging check-in activity, where teachers shared their expectations of the training. The session was led by Anagha C from Research & Impact Dream a Dream and co-facilitated by Dream a Dream team in Nagaland. The main focus of the training was to familiarize teachers with the concept of the Holistic Progress Card, also referred to as the Thriving Progress Profile (TPP). This innovative approach is designed to provide a dynamic representation of a student’s learning journey through self-assessment, peer, parent, and teacher assessments.
Participants were introduced to the core components of the Thriving Progress Profile, which include indicators for critical thinking, problem-solving, social and emotional learning, collaboration, and other transition skills essential for students’ success beyond school. The training also covered a detailed assessment matrix, a prototype, and a teacher manual, with hands-on trials allowing teachers to practice using the TPP.
A significant aspect of the HPC is its emphasis on social and emotional well-being, recognizing that a student’s well being is as crucial for holistic development. The profile incorporates assessments of social skills, resilience, and personal interests to ensure a well-rounded evaluation of each student’s growth. This approach aims to support children in developing a strong sense of self-esteem, effective interpersonal skills, and navigating social challenges, which are integral to their overall well-being.
The training also covered key insights from the feasibility study on the HPC conducted in the state, such as the need for classroom activities to be better integrated into assessments and the importance of a detailed assessment matrix. The session provided energizing activities and further hands-on trials. The training concluded with reflections on the deployment plan for the TPP in schools.
The TPP aims to track students’ progress over time, assist them in career choices, and enhance their personal interests and self-esteem. It provides a comprehensive view of student growth in academics, social-emotional development, and future readiness skills.
This training marks a significant step in moving towards a competency-based education system, as envisioned by the NEP 2020, ensuring that schools in Nagaland adopt a more holistic and student-centred approach to learning and assessment.
