Government Policy to End Internal Exams Up to Grade 5

Government Policy to End Internal Exams Up to Grade 5: Implementation of Continuous Assessment and Confusion Among Stakeholders

With the Nepal government moving forward with a policy to stop conducting internal examinations for students up to Grade 5 from the upcoming academic session, debate and discussion on the issue have begun in the education sector.

Point No. 89 of the 100-point action plan on governance reform, approved on Chaitra 13, 2082 BS, states that “the practice of conducting internal examinations for students up to Grade 5 will be discontinued from the upcoming academic session, and alternatives will be prepared for an assessment system that does not create psychological impact and pressure on them.”

Changes in the Assessment System

Until now, Grades 4 and 5 had a provision of 50 percent internal assessment and the remaining 50 percent external assessment. In this system, most schools had been using written examinations as the main tool of assessment.

However, once the new policy is implemented, continuous assessment will now be applied from Grades 1 to 5. The main objective of this government policy is to determine children’s learning throughout the year without conducting any written examination and to keep them free from psychological fear.

Confusion Among Stakeholders

After the policy was made public, some teachers, parents, and students understood it to mean that no written work would be required in the name of examination or assessment. In reality, learning will be assessed continuously throughout the year, but due to the lack of proper information flow, confusion and uncertainty have been created among stakeholders.

It has been pointed out that while revising the provisions for Grades 4–5 in the National Curriculum Framework, adequate discussion was not held with stakeholders, and confusion arose when the new policy was issued without amending the old provision.

Suggestion to Conduct Orientation Through Virtual Means

Emphasis has been placed on making effective use of virtual means to implement the policy effectively and inform stakeholders. Instead of the Curriculum Development Centre moving ahead alone, it has been suggested that structures under the ministry, provinces, and local levels can provide clear guidance to school principals and teachers through virtual meetings.

It has been stated that a 30-minute to one-hour virtual meeting would be effective for providing information about the new policy and would also address the lack of budget. Since virtual meetings can save time, deliver the same message to everyone at once, keep meeting records, and make monitoring easier, it has been informed that they can be used as a supportive medium for policy implementation in school education.