PDF Download: New Student Assessment Guidelines for Grades 4 and 5 from Academic Session 2083

कक्षा ४ र ५ को विद्यार्थी मूल्याङ्कन सम्बन्धी नयाँ व्यवस्था। मुल्याङ्कन निर्देशिका DOWNLOAD गर्नुहोस्। 

Nepal has introduced a new student assessment system for Grades 4 and 5, replacing the previous examination-oriented approach with continuous, formative and classroom-based assessment. 

नेपालमा कक्षा ५ सम्म परम्परागत परीक्षा प्रणालीलाई निरुत्साहित गर्दै विद्यार्थीको निरन्तर मूल्याङ्कनमा जोड दिइएको छ। यसै सन्दर्भमा कक्षा ४ र ५ का विद्यार्थी मूल्याङ्कनका लागि नयाँ मार्गनिर्देशिका जारी गरिएको छ। यस लेखमा नयाँ विद्यार्थी मूल्याङ्कन व्यवस्था, कक्षा ४ र ५ मा लागू हुने मूल्याङ्कन प्रक्रिया तथा सम्बन्धित PDF document उपलब्ध गराइएको छ।

The new “Student Assessment Guidelines for Basic Level Grades 4–5, 2083” has been developed by the Curriculum Development Centre (CDC), Sanothimi, Bhaktapur.

The new guideline aims to reduce examination-related pressure on young learners and make student assessment more closely connected with everyday teaching and learning activities.

The guideline has been prepared in line with the Government of Nepal's decision to stop internal examinations for students up to Grade 5 and develop an alternative assessment system that does not create unnecessary psychological pressure on children. The decision was included in the government's 100-point governance reform agenda approved by the Council of Ministers on Chaitra 13, 2082.

What Has Changed in Student Assessment for Grades 4 and 5?

Under the new system, assessment in Grades 4 and 5 will primarily follow a formative and internal assessment approach.

Instead of depending heavily on periodic formal examinations, teachers are expected to assess students continuously during the teaching-learning process.

The guideline emphasizes that assessment should not be treated as a separate activity conducted only at a particular time. Rather, it should become an integral part of classroom teaching and learning.

This means that teachers can evaluate students through their regular classroom activities, participation, written and oral work, projects, practical activities, creative work, presentations and other appropriate activities.

Why Has Nepal Changed the Assessment System?

According to the new guideline, formal examinations at the early stages of schooling can create psychological pressure among children. Such examinations may also encourage students to memorize textbook content mainly for the purpose of passing tests.

The guideline notes that many education systems have increasingly moved from “assessment of learning” toward “assessment for learning” and “assessment as learning.”

The main purpose of the new approach is therefore not simply to determine whether a student has passed or failed. Instead, assessment is intended to identify the student's current learning condition, provide feedback, identify difficulties and support further learning.

How Will Students in Grades 4 and 5 Be Assessed?

The new system provides several possible methods and tools for assessing students.

These include:

• Classroom participation
• Written and oral activities
• Classroom work
• Project work
• Practical activities
• Creative activities
• Presentations and performances
• Observation of behavioural changes
• Attendance
• Portfolio-based assessment
• Short and informal achievement tests where appropriate

The guideline specifically states that short achievement tests may still be conducted when necessary. However, these should generally be short and informal rather than long, formal examinations.

Therefore, the new policy should not be interpreted as a complete ban on every form of test or assessment.

The major change is the move away from formal, examination-centred assessment toward continuous assessment integrated with classroom learning.

Portfolio-Based Assessment Will Play an Important Role

One of the major features of the new system is the use of a student portfolio.

Teachers are expected to maintain an organized portfolio for each student. The portfolio can contain representative examples of the student's work and assessment records that demonstrate the student's learning progress.

The guideline recommends keeping selected works that reflect the student's achievement rather than including every piece of work. It suggests that one to three representative works from each subject area or learning unit may be appropriate.

The portfolio can help teachers, students, parents and schools understand:

• What the student has learned
• Which learning outcomes have been achieved
• Where the student needs additional support
• How the student's learning is progressing
• What should be included in future learning plans

Interestingly, the guideline also says that the portfolio prepared in Grade 4 should continue into Grade 5, with proper arrangements for transferring the record if the teacher changes.

Four Levels of Student Achievement

The new guideline introduces four general achievement levels for recording students' learning outcomes:

Level	Achievement Category	Meaning
1	Below Basic	The Student has not achieved the expected
2	Basic	The student has partially achieved the learning outcome but still needs improvement.
3	Proficient	The student has achieved most of the expected learning outcome.
4	Advanced	The student has fully achieved the expected learning outcome.

These levels are intended to provide a general basis for identifying students' learning status. Subject-specific and unit-specific criteria are also provided in the guideline.

Teachers Will Provide Additional Support to Students

Another important feature of the new assessment system is remedial and corrective learning.

If a student does not achieve the expected learning outcome, the teacher is expected to identify the student's difficulties and provide additional learning opportunities.

If repeated corrective learning activities do not produce sufficient improvement, the teacher can develop and implement a remedial learning plan.

Students who have already achieved the expected level can also be provided with opportunities for advanced learning.

This approach makes assessment more than a tool for recording marks. It turns assessment into a mechanism for improving learning.

Role of Parents in the New Assessment System

Parents are also expected to become part of the assessment and learning process.

Schools and teachers can discuss students' learning progress, strengths, difficulties and areas for improvement with parents.

The guideline suggests that, at minimum, schools can discuss the student's learning progress and difficulties with parents at least once every three months, along with the assessment results from the learning areas or units completed during that period.

This can help create better communication between teachers, students and parents.

Which Subjects Are Covered?

The guideline covers student assessment for the subjects taught at Grades 4 and 5.

The document identifies seven subject areas:

1. Nepali
2. English
3. Mathematics
4. Science and Technology
5. Social Studies and Human Values Education
6. Health, Physical and Creative Arts
7. Mother Tongue or Local Subject

The guideline provides assessment-related methods, procedures and tools for these subject areas.

What Does This Mean for Schools and Teachers?

The new system will require schools and teachers to make assessment a regular part of classroom instruction.

Teachers will need to observe students' learning, maintain appropriate records, collect representative student work and provide feedback throughout the academic year.

Rather than waiting for a terminal examination to determine a student's performance, teachers can identify learning difficulties earlier and provide support before those difficulties become larger problems.

This approach may also help reduce the pressure associated with high-stakes examinations among younger students.

Official Student Assessment Guidelines PDF

The Student Assessment Guidelines for Basic Level Grades 4–5, 2083 has been published by the Curriculum Development Centre (CDC), Sanothimi, Bhaktapur.

The official document is 149 pages long and contains detailed guidance, assessment methods, achievement levels, recording procedures and sample assessment tools for Grades 4 and 5.

Download the Official PDF

Student Assessment Guidelines for Basic Level Grades 4–5, 2083

[Click Here to Download PDF]

Source: Curriculum Development Centre, Government of Nepal.

You can also access the document through the Government of Nepal's education learning portal.

Final Thoughts

Nepal's new assessment framework for Grades 4 and 5 represents a significant shift from an examination-centred approach toward continuous, formative and learning-focused assessment.

The objective is not simply to remove examinations, but to make assessment more meaningful and useful for children's learning. Teachers can use classroom activities, projects, practical work, portfolios, observations and short informal assessment activities to understand students' progress.

The success of this system will ultimately depend on how effectively schools and teachers implement the guidelines in everyday classroom practice.

For teachers, parents and schools, the new Grade 4–5 Student Assessment Guidelines 2083 is therefore an important document to understand before implementing the new assessment approach in the academic session 2083.