Together We Rise

GURGAON PROGRESSIVE

SCHOOLS COUNCIL

CBSE SAHODAYA SCHOOL COMPLEX,

GURUGRAM CHAPTER

Together We Rise

Together We Rise

General Body Meeting

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THURSDAY

22^nd January 2026

02:30 p.m.

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Host :

BD Blue Bells Public School

Sec 10 – Gurugram

WELCOME �BY THE �HOST SCHOOL

BD Blue Bells School

Sec – 10, Gurugram

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Lamp lighting and Prayer by School Choir

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Shiv Stuti by School Choir

WELCOME �BY THE �GPSC �CHAIRPERSON

Ms. Alka Singh

Together We Rise

Confirmation of Minutes from the

previous General Body Meeting

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MINUTES OF GBM DECEMBER

Together We Rise

Dr. Praggya M. Singh

Director of Academics CBSE

Keynote Speaker

Dr. Praggya M. Singh is currently serving as Professor & Director (Academics) at the Central Board of Secondary Education (CBSE). She has made substantial contributions to the field of education through curriculum design and development of instructional materials across diverse disciplines, including English, Political Science, History, Sociology, Geography, and Knowledge Traditions and Practices of India. Her work has played a vital role in strengthening academic frameworks and ensuring the availability of high-quality learning resources for schools across the country.

Dr. Praggya M. Singh has been actively involved in the implementation of key initiatives under the National Education Policy (NEP) 2020, such as Structured Assessment for Analyzing Learning (SAFAL), School Quality Assessment and Assurance Framework (SQAAF), and the Holistic Progress Card (HPC). She has been instrumental in advancing competency-based assessment practices that promote holistic student development and progressive evaluation methods.

With over 15 years of experience in higher education, Dr. Praggya M. Singh has held a range of academic and administrative leadership positions. She has successfully supervised six Ph.D. and eighteen M.Phil. scholars, contributing to research and academic excellence. Additionally, she has convened numerous national seminars, workshops, and faculty development programmes, fostering professional growth among educators nationwide. A trained National Service Scheme (NSS) Programme Officer, she remains deeply committed to community engagement and social responsibility.

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Dr. Sweta Singh

Additional Director

Academics – CBSE

Resource Person

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Dr Sweta Singh is Additional Director, Academics at the Central Board of Secondary Education. She is currently working in the areas of curriculum, competency-focussed education, assessments and science education.

Prior to joining the CBSE, she was a teaching at the Department of Education at Lady Irwin College, University of Delhi. A University Gold medallist, her doctoral work focussed on the development of teachers' competencies and reflective capacities.

Together We Rise

Highlight :

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HOLISTIC PROGRESS CARD FOR

MIDDLE WING

Holistic Progress Card (HPC)

Middle Stage

22.01.2026

Gurugram

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What is assessment?

Why to assess?

When to Assess? How to assess?

What is an Assessment ?

The word assess comes from the Latin root “assidere”, which means to sit beside.

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An Assessment or a test is a procedure that:

• Provides stimuli (questions/tasks)
• Records student responses
• Evaluates responses with numerical values per rules
• Aggregates scores (total/sub-scores)
• Interprets individual scores

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Why Assessments Matter:

• Measure progress (strengths/gaps)
• Inform decisions (evidence-based strategies)
• Close achievement gaps (promote equity)

Systemic Processes involved in the implementation of assessments

Policy

NEP 2020 recommended introducing assessments that are

holistic,

competency-based, regular and formative.

NCF 2023 translated the vision of the NEP into actionable guidelines for curriculum and assessment reforms.

At the school level

- teachers along with academic coordinators/HM/ Principals

CBSE designed Holistic Progress Card (HPC) based on PARAKH’s HPC and competencies listed in NCF-SE and determined the parameters and reporting formats. The adaptation of PARAKH’s HPC for CBSE was informed by consultations with teachers and schools.

Reporting

Framework

Implementation

The NEP 2020 mandate

The aim of education . . .

. . . will not only be cognitive development, but also building character and creating holistic and well-rounded individuals equipped with the key 21st century skills.

What does NEP 2020 say about Assessments?

Assessments should foster learning and development while helping to enhance the overall teaching and learning process across the school system.

Assessments should incorporate various methods, including group discussions, portfolios, presentations, practical demonstrations, and project work.

Assessments should be frequent and formative, focusing on understanding rather than summative evaluations based on rote memorization.

Assessments should incorporate self-assessment and peer-assessment alongside teacher evaluation.

Assessment

Techniques

Assessment

Frequency

Assessment Purpose

Assessment Type

Assessment Inclusion

Assessments should be competency-based, regular, and formative, emphasizing higher-order skills such as critical thinking, problem-solving, and conceptual understanding

Learning Standards

Aims of School Education: Aims are educational vision statements that give broad direction to

all deliberate efforts of educational systems.

Curricular Goals: Curricular Goals are statements that give directions to curriculum development and implementation. They are derived from Aims and are specific to a stage in education.

Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These competencies are derived from the Curricular Goals and are expected to be attained by the end of a stage.

Learning Outcomes: Competencies are attained over a period of time. Therefore, interim markers of learning achievements are needed so that Teachers can observe and track learning and respond to the needs of learners continually. These interim markers are Learning Outcomes.

Competency-Based Education

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Link I

https://www.youtube.com/watch?v=63u9EiB9ORs

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Link II

https://www.youtube.com/watch?v=8_bGp5hHSS4

Competency-Based Assessments

Process of Competency-Based Assessment

1. Identify Competencies: The first step involves defining the specific competencies that are essential for the role or learning objective.
2. Develop Assessment Criteria: Clear criteria are established to evaluate performance against these competencies, often using rubrics or checklists.
3. Gather Evidence: Various methods such as tests, projects, and portfolios are employed to collect evidence of competency.
4. Evaluate Performance: The gathered evidence is assessed according to the established criteria,

leading to scores or ratings that reflect competency levels.

5. Provide Feedback: Constructive feedback is given to guide further development and improvement.

Competency-based assessments are systematic evaluations designed to measure an individual's knowledge, skills, and abilities against specific curricular areas required for a role or a task.

(Source of videos: Content created by NCERT and published by DIKSHA)

Introduction to Holistic Progress Card (Middle Stage)

What is a Holistic Progress Card (HPC)?

• Academic Performance
• Interpersonal Relationships
• Self-Reflection
• Emotional Application
• Critical Thinking
• Conceptual Clarity

The HPC is a progress card proposed by the National Education Policy (NEP) , 2020 to redesign the assessment structure of formative assessments in India. It attempts to include assessment of a student's progress in a variety of areas, including their cognitive, affective, socio-emotional, and psychomotor development. It's a 360-degree report that's based on assessments by the student, their peers, teachers, and parents.

Assessment Areas

Vision

• Holistic Development
• Competency-based learning
• Integrative pedagogy
• Teachers’ capacity building
• Trust-based transformation

Structure of HPC (Middle Stage)

Part A : Learner’s Insights

The learners are expected to fill this section themselves. It includes an about me sub-section where learners write about their hobbies, strengths and interests etc. It also captures student’s support system and feelings.

Part B : Records of Progress

This section is filled by the teacher. It records the progress made by student against all the competencies taught in all the subjects in the year.

Part C : Learner’s

Feedback

This section includes self-assessment by the learner, feedback from peer, parents and teachers summarising strengths and areas of improvement for the student.

Part A : Learner’s Insights

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• Part A is to be filled by

students.

• The ‘About Me’ subsection allow learners to list hobbies, strengths, interests, and aspirations.
• Learners identify their support system.
• Students evaluate their emotional awareness, relationships with peers, and overall sense of safety and enthusiasm in the school through the self-assessment table.

Key Highlights

Part B : Records of Progress

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• Part B is to be filled by

teachers

• The section records the progress made my students across each competency for all subjects.
• It also records the teacher’s observations at the end of each term.

Key Highlights

Part B : Records of Progress

Part C : Learner’s Feedback

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• Part C is to be filled by students, peer, parents and class teachers.
• The section captures a holistic view through self assessment by the learner, feedback from peers, parents and teachers. Together, these perspectives offer a comprehensive understanding of the student’s development, helping to identify strengths and key areas for improvement.

Key Highlights

Part C : Learner’s Feedback

From Framework to Assessment

Competency-Based Assessment for Holistic Progress

Holistic Scope

• Assesses entirety of student's interrelated development
• Covers all domains: intellectual, social, creative (notjust language/math)

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Forward-Looking Focus

• Tracks progress and growth potential
• Avoids fixed rankings or limits on future development

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Assessment Approach

• Uses varied activities beyond quizzes/tests
• Tied to NCF competencies with clearachievement levels
• Flexible: Adapt to classroom/resources

Process for Designing Assessments for HPC (1/2)

Design Instructional approaches

a.k.a activities

and Rubrics to assess students for respective

LO’s.

Identify the

chapters

/concepts

that align

with the selected competency.

Identify a Competency relevant in a particular subject of a grade.

Create LO’s aligned with the selected competency and concepts to be taught.

Process for Designing Assessments for HPC (2/2)

An Example: (1/2)

An Example: (2/2)

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Rubric used by HPC for assessing the learners:

How should these activities be created?

Two possible approaches

1) Start from the desired Competency or Competencies and build an Activity that fits.

OR

1) Adapt an existing Activity (or Activities) that you are already familiar with so that it affords opportunities to evaluate learners in terms of the three levels and appropriate competencies.

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Note: Based on experience, the second approach is much easier and more likely to yield

workable activities.

Key Points and Suggestive Practices

Points to remember!

• The HPC has three performance levels i.e. exploring, progressing, excelling.
• It is important to create distinctions among these three levels that are as clearly defined as possible.
• Distinctions can be made by differences in
• Frequency of behavior or feature (e.g., seldom, sometimes, almost always),
• Quantity of feature ( e.g., one, few, many),
• Kind of behavior or feature (e.g., accepts help, actively seeks help, provides help)
• It is important to remember NCF Competencies and Curricular Goals when developing assessment activities.
• When devising activities, it is advisable to consider targeting multiple Competencies, and sometimes even multiple Curricular Goals.

Points to remember!

Keeping activities flexible

The HPC is not intended to be a rigid framework that narrowly prescribes the exact activities/assessments to be performed in each classroom. Teachers should feel empowered to create their own activities and to adapt existing activities to the conditions and needs for their school and classroom.

Some considerations:

• In larger classes, it may be difficult to evaluate learners solely through

observation, so a work-product may be needed that can be evaluated later.

• Many teachers are already expected to have their students create portfolios or display materials; the creation of these materials can constitute the main part of an Activity.

Suggestive Practice - Align with Annual Pedagogic Planning

• Process: Conducted before the academic year begins as a roadmap for teachers and academic coordinators.
• Lesson Planning: Teachers use this document to understand the competencies, learning objectives, and suggested instructional strategies for each chapter or concept.
• Flexibility: Instructional approaches in the plan are flexible. Teachers can adjust objectives and
• methods based on student performance and classroom needs throughout the year.
• Collaboration: Teachers of Grades 6, 7, and 8 within a subject collaborate with academic coordinators/Heads to align competencies, chapters, learning outcomes, and instructional strategies for both teaching and assessment, addressing the middle stage as a whole and the specific needs of each grade.

Annual Pedagogic planning, is a process of mapping competencies to concepts taught in a particular grade and further to the respective learning outcomes, conducted before the start of an academic year.

Suggestive List of Activities - Beyond regular assessment activities (1/2)

1. Think, Pair & Share: Encourages students to reflect on a topic, discuss ideas with a partner, and share insights with the largergroup.
2. KWL Chart: Activates prior knowledge, engages students in what they want to learn, and tracks their progress through reflection.

1. Entry and Exit Tickets: Quick formative assessments at the start and end of a lesson to gauge prior knowledge (entry) and evaluate understanding (exit) through tools like concept maps, quizzes, or fill-in-the-blanks.

Suggestive List of Activities - Beyond regular assessment activities (2/2)

4. Mind Maps: Used for pre- and post-assessments, helping with comprehension, memory, and measuring understanding before and afterinstruction.

4. Word Problem: Applies concepts to real-life scenarios, enhancing critical thinking and problem-solving skills (e.g., students create math problems based on observations).
5. Sequence and Sketch: After hearing a story, students sequence events and retell the story in a logical order, often using comic strips to illustrate the beginning, middle, and end.

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MAGIC

of

APPRECIATION

Together We Rise

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Together We Rise

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NOTE �OF �GRATITUDE�

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