Nazia Qureshi
Formative Assessment or Forced Learning? A Wake-Up Call for Our Classrooms By Nazia Qureshi A child who cannot read a simple paragraph walks home with full marks. Pause for a moment and consider what that truly means. In a primary classroom in Kashmir, a Class 5 student hesitates while reading, stumbling over basic words before falling silent. Minutes later, the same child confidently writes answers in a notebook perfectly memorized, word for word. The class moves on. The marks will be good. The report card will look impressive. But one question lingers: has the child actually learned anything? This contradiction is no longer an exception.it is becoming the norm. The National Education Policy (NEP) 2020 promised a shift from rote learning to real understanding, from pressure-driven performance to curiosity-led growth. At the heart of this vision lies formative assessment: a continuous, flexible approach designed to evaluate learning through observation, interaction, and timely feedback rather than one-time exams. But somewhere between policy and practice, the purpose is getting lost. Formative assessment was never meant to be reduced to frequent testing or rigid academic schedules. It was designed to help teachers understand where a child stands and guide them accordingly. In its true spirit, it nurtures curiosity, builds conceptual clarity, and allows learning to progress at a child’s pace.
In reality, however, it is increasingly treated as just another system of measurement compressed into timelines, merged assessments, and constant academic targets. The pressure to complete the syllabus within limited timeframes has turned classrooms into fast moving spaces where finishing content often takes priority over ensuring understanding. This is not a failure of teachers. It is the result of systemic expectations. Administrative demands, tight schedules, and performance benchmarks leave little room for flexibility, even when students clearly need more time. The consequences are visible not just in classrooms, but at home. Parents, understandably anxious about results, push children to memorize entire chapters quickly. The familiar ratta system quietly returns not as a preferred method, but as a survival strategy. Marks become the goal, and understanding becomes secondary. This leads to an uncomfortable question: if a child cannot read fluently but can reproduce textbook answers, what exactly are we assessing? Across subjects, the pattern repeats. A student may accurately mark locations on a map, having memorized them for an exam. Yet, when asked about their significance, the response often fades into uncertainty. Learning becomes mechanical—detached from meaning.
A simple conversation at home captures this reality: Mother: “Did you learn the answers for your test tomorrow?” Child: “Yes, I memorized everything.” Mother: “Good. Then you will get full marks.” Child (hesitates): “But I didn’t understand the lesson.” Mother: “That’s okay, marks are important.” Child (softly): “Then when will I actually understand it?” The question is simple, but deeply unsettling. At the primary level, where education should build strong foundations and nurture curiosity, this approach carries long-term consequences. Children begin to associate learning with pressure rather than discovery. Foundational skills weaken, confidence declines, and the joy of understanding slowly fades. We need to confront a difficult truth: education cannot be reduced to a race against time. If a school is unable to complete the entire syllabus within a rigid timeframe, is that truly a failure? Or is it more meaningful for students to deeply understand fewer concepts rather than superficially cover many? The challenge is not to reject reform, but to realign it with its original purpose. Schools must be given the flexibility to prioritise understanding over completion. Administrative frameworks need to allow time for meaningful learning, not just for ticking academic boxes. Teachers need support and space to engage thoughtfully, rather than being driven by deadlines alone. Equally important is a shift in mindset among parents. Moving beyond marks and focusing on genuine learning can significantly reduce the pressure children carry.Formative assessment holds immense promise but only if implemented with clarity and sincerity.If a child continues to score well without being able to read, comprehend, or think independently, it is not a success story. It is a system quietly failing its children.
Nazia Qureshi is an educator and writer with a background in History and Sociology.
