20/05/2026
Everyone accepts that what we are currently assessing are not the most valuable elements of the human being. And everyone further declares that the most crucial facets do not lend themselves to exams – how do I measure honesty? How does one measure generosity? Or empathy? Exams have become more measurable but provide limited insight into how students think, reason, value, collaborate, and apply learning. As a result, essential domains for the 21st century, such as creativity, problem-solving, and social-emotional development, remain under-assessed. And yet we know an honest or diligent person when we meet one. The tools were available but have not been utilised properly in school education. Classroom observation is one such powerful tool.
Through a structured observation process, teachers capture not only learning outcomes but also the individual processes of learning, thereby
developing a more comprehensive understanding of students’ development and enabling responsive, differentiated instructional practices. Research strongly supports observation-based assessment. Evidence from various studies indicates that observations in the classroom reliably observe and capture student development and outcomes more effectively than standardised tests. Teachers observe a student’s engagement, behaviour, peer interaction, etc. while doing classroom observations.
Observation complements rather than replaces examinations. Integrating both approaches enables a balanced system aligned with NEP 2020’s focus on holistic and competency-based learning. Its implementation requires investment in teacher capacity, structured documentation, and alignment with existing practices. This enables a more comprehensive understanding of how students learn and develop over time.
Read our latest piece of literature here -
https://www.zistaeducation.com/all-secondary-research/
