Journal of Transformative Praxis

Journal of Transformative Praxis, Volume 6, Issue 1, June 2025, 75-90, https://doi.org/10.51474/jrtp/16742

Publication date: Jun 28, 2025

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This article analyzes the current assessment practice adopted by community schools in Nepal, which focuses on assessment of learning rather than assessment for learning. The current practice at the school involves ranking students. It increases test anxiety in students, parents, and schools, such as depression, pressure, and less creativity, indicating that transformation in exams is inevitable. Prioritizing exams in school and focusing on scores leads to ranking students based on performance, which has negative consequences in both school and society. Using a qualitative approach, in-depth interview was used to collect the data. Headteachers and teachers are the participants in the study. Although they shared their assessment practices as good, in terms of social justice, equity, and equal learning opportunity, it does not seem to be in place. To ensure the holistic development of children and promote learning diversity, the article also provides some strategies for reforming assessment in schools. Drawing on the capabilities approach, the study proposes strategies to reform current assessment practices, fostering learning equity and ensuring all students have equitable learning opportunities for holistic development.

Equity Social Justice Test Score Transformation Learning Feedback

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