New Assessment System in Odisha Schools: FA, SA, Marks and Assessment Tools

Learn about the new assessment system in Odisha schools, including Foundational, Preparatory and Middle Stages, FA-1, FA-2, SA-1, SA-2, marks distribution, projects, portfolios and assessment tools.

The School and Mass Education Department, Government of Odisha, has introduced a structured assessment framework for different stages of school education. The new framework focuses on competency-based, holistic and learner-centered assessment rather than depending only on traditional written examinations.

Under this framework, assessment has been organized according to the different stages of school education—Foundational Stage, Preparatory Stage and Middle Stage. The purpose is to assess not only students' academic knowledge but also their skills, understanding, participation, creativity, application, physical development and overall progress.

Three Stages of School Education

The assessment framework covers three major stages:

1. Foundational Stage

The Foundational Stage covers Shishuvatika to Class II. At this stage, assessment is designed according to the age and developmental level of children. Greater importance is given to observation, activities, participation and child-friendly assessment rather than formal examination.

The framework emphasizes an activity-based and experience-oriented approach at this stage.

2. Preparatory Stage

The Preparatory Stage covers children in the next phase of elementary education. At this stage, assessment gradually becomes more structured while continuing to include activity-based and experiential approaches.

Different assessment tools may include oral assessment, written assessment, worksheets, projects, art-integrated activities, self-assessment, peer assessment and teacher observation.

3. Middle Stage

At the Middle Stage, assessment becomes more systematic and focuses on students' conceptual understanding, competencies and ability to apply their learning.

The framework covers subjects such as Language 1, Language 2, Language 3, Mathematics, Science and Social Science, along with other areas of student development.

Two Assessment Phases in an Academic Year

The new assessment framework divides the academic year into two phases:

Assessment Phase	Period	Assessments
First Phase	April to September	FA-1 and SA-1
Second Phase	October to March	FA-2 and SA-2

Therefore, for the stages where formal assessments are applicable, students will have four major assessments during the academic year:

1. Formative Assessment – 1 (FA-1)
2. Summative Assessment – 1 (SA-1)
3. Formative Assessment – 2 (FA-2)
4. Summative Assessment – 2 (SA-2)

The framework specifies two formative assessments and two summative assessments in an academic year.

Marks Distribution

One of the important features of the new assessment framework is the prescribed marks for formative and summative assessments.

• Formative Assessment (FA): 25 marks
• Summative Assessment (SA): 50 marks

Thus, each phase contains one formative assessment and one summative assessment.

Assessment	First Phase	Second Phase
Formative Assessment	25 marks (FA-1)	25 marks (FA-2)
Summative Assessment	50 marks (SA-1)	50 marks (SA-2)

The framework further indicates that the assessment includes different components such as written examinations, teacher observation, projects and portfolios, depending on the stage and area being assessed.

Formative Assessment – 25 Marks

Formative Assessment is intended to provide continuous information about students' learning and progress.

It is not limited to a single written test. Teachers can use different methods and tools to understand what students know, understand and can do.

Assessment activities may include:

• Written work
• Worksheets
• Short tests
• Quizzes
• Oral questions and answers
• Classroom discussions
• Presentations
• Projects
• Portfolio work
• Teacher observation
• Self-assessment
• Peer assessment
• Art-integrated activities

The framework specifically identifies written activities, projects, portfolios and subject-enrichment activities among the assessment tools.

Summative Assessment – 50 Marks

Each Summative Assessment carries 50 marks.

The framework provides a combination of written and activity/project-based assessment. For example, one component may include a 20-mark written examination, while another component may include 30 marks for projects, portfolio work or performance-based activities, depending on the assessment area.

This approach gives students opportunities to demonstrate their learning in more than one way.

Assessment Tools

The new framework emphasizes the use of different assessment tools to capture students' overall development.

Some important tools include:

1. Teacher Observation

Teachers continuously observe students' participation, behaviour, skills, learning progress and classroom activities.

2. Checklist

A checklist can be used to identify and record whether a particular competency or behaviour has been demonstrated by a learner.

3. Event Sampling

Event sampling is used to record specific behaviours or events observed during classroom or other activities.

4. Written Work

Worksheets, assigned tasks, short tests, quizzes and descriptive answers can be used to assess students' understanding.

5. Projects and Portfolios

Individual or group projects, creative work and collections of students' work can form an important part of assessment.

6. Self and Peer Assessment

Students can also participate in assessing their own learning and the learning of their peers.

7. Performance-Based Activities

Students may demonstrate their skills through practical activities, presentations, projects and other performance-based tasks.

Foundational Stage: No Traditional Examination Approach

A particularly important aspect of the framework is the treatment of the Foundational Stage, from Shishuvatika to Class II.

At this stage, assessment is designed according to children's developmental needs. The framework emphasizes an activity-based and experience-oriented approach rather than treating assessment as a conventional examination.

Therefore, teachers at the Foundational Stage need to focus on children's development through observation, classroom activities, participation and appropriate assessment tools.

This is different from the assessment structure followed at the Preparatory and Middle Stages, where the framework provides for two formative and two summative assessments during the academic year.

Assessment in the Preparatory and Middle Stages

For the Preparatory and Middle Stages, the framework provides a more structured assessment system.

Students' performance is assessed through the four assessments:

• FA-1
• SA-1
• FA-2
• SA-2

The marks obtained through these assessments are recorded as part of the students' assessment and progress records.

The framework also stresses that assessment should consider students' age and developmental level and should use an appropriate combination of oral, written and activity-based questions.

Projects, Portfolios and the “Kaushal Mela”

Projects and portfolio activities are an important part of the assessment process.

The framework mentions that projects are to be completed during the assessment periods and that, during Summative Assessment-2, students can display their projects and workbook activities through a “Kaushal Mela.”

This provides an opportunity for students to demonstrate practical skills, creativity and application of knowledge.

Assessment is More Than Marks

The major objective of the new assessment framework is to move towards a broader understanding of student progress.

Instead of assessing students only through memorization and written examinations, the framework gives importance to:

• Knowledge
• Understanding
• Application
• Higher-order thinking
• Skills
• Creativity
• Communication
• Collaboration
• Physical development
• Values
• Health and well-being
• Participation in learning activities

The framework also emphasizes a holistic progress record, including opportunities for self-assessment, peer assessment and parent assessment.

What This Means for Teachers

The new assessment approach requires teachers to maintain regular records of students' learning and development.

Teachers need to:

1. Observe students regularly.
2. Record important learning evidence.
3. Use appropriate assessment tools.
4. Provide feedback to students.
5. Conduct formative assessments.
6. Conduct summative assessments as prescribed.
7. Maintain project and portfolio records.
8. Encourage self and peer assessment.
9. Focus on competencies rather than memorization alone.
10. Use assessment results to improve teaching and learning.

The framework therefore makes assessment an integral part of the teaching-learning process rather than treating it only as an examination conducted at the end of a term.

Conclusion

The new assessment framework introduced for school education in Odisha provides a structured approach to assessing students at different stages of their development.

For the Preparatory and Middle Stages, the academic year is divided into two phases—April to September and October to March—with two formative and two summative assessments. Each formative assessment carries 25 marks, while each summative assessment carries 50 marks.

At the Foundational Stage, covering Shishuvatika to Class II, assessment is designed in a child-friendly, activity-based and developmentally appropriate manner rather than relying on conventional formal examinations.

Overall, the framework places greater emphasis on competency-based, continuous and holistic assessment, helping teachers understand students' progress and supporting learners in developing knowledge, skills, values and overall competencies.

Download the Complete Assessment Framework PDF

Readers can download the complete Assessment Framework PDF issued for school education in Odisha and refer to the detailed assessment guidelines, tools, methods, marks distribution and assessment structure.

Frequently Asked Questions (FAQ)

1. What is the new assessment system in Odisha schools?

The new assessment system focuses on competency-based and holistic assessment of students. It evaluates not only written knowledge but also understanding, application, activities, projects, performance, and other learning evidence.

2. How many assessments will be conducted in one academic year?

According to the Assessment Framework, four assessments will be conducted in one academic year: FA-1, SA-1, FA-2 and SA-2. There will be two Formative Assessments and two Summative Assessments.

3. How many marks are allotted for FA and SA?

Each Formative Assessment (FA) carries 25 marks, while each Summative Assessment (SA) carries 50 marks.

4. When will FA-1, SA-1, FA-2 and SA-2 be conducted?

The academic year is divided into two assessment phases. FA-1 and SA-1 belong to the first phase, while FA-2 and SA-2 belong to the second phase. The framework identifies the first phase as April–September and the second phase as October–March.

5. Will students be assessed only through written examinations?

No. The framework describes different forms of assessment, including written work, activities, projects, portfolios, teacher observation and other assessment methods. This allows student learning to be assessed through more than one type of evidence.

6. What assessment tools will teachers use?

Teachers may use tools such as observation, checklists, event sampling, written work, projects, portfolios, self-assessment and peer-assessment, depending on the stage and learning requirements.

7. What is the role of teacher observation in the new assessment system?

Teacher observation is an important part of continuous assessment. It helps teachers monitor students' performance and progress and identify areas where additional support or feedback may be required.

8. Is the assessment system the same for all stages of school education?

No. Assessment is designed according to the developmental and learning needs of different stages. The framework includes Foundational, Preparatory and Middle Stages, with age- and development-appropriate assessment approaches.

9. What is the importance of project and portfolio-based assessment?

Projects and portfolios provide evidence of a student's learning, participation, skills and progress beyond a single written examination. They can help teachers understand how students apply their learning in different activities and situations.

10. Where can teachers get the complete Assessment Framework PDF?

The complete Assessment Framework PDF contains the detailed assessment structure, assessment methods, marks distribution and related guidelines. Readers can download the complete PDF from the download link provided in this blog post.

11. Will the new assessment system help identify students' learning gaps?

Yes. The framework explains that assessment should help teachers identify learning gaps, provide timely feedback and support improvement in learning.

12. What is the main purpose of the new assessment approach?

The main purpose is to make assessment a meaningful part of the teaching-learning process and to assess students' competencies and progress rather than relying only on memorisation or a single examination. The framework emphasizes connecting assessment with teaching and learning.

👉 [Download the Complete Assessment Framework PDF]

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