Assessment, Curriculum and Pedagogy: Towards conceptualizing an alternative framework of assessment

This study examined the ways in which formative assessment is implemented in secondary science classrooms after the inception of Continuous and Comprehensive Evaluation in Indian schools. Classroom based assessment practices were analyzed, using qualitative methods, with respect to the enacted curriculum and pedagogical practices in place. It is suggested that formative assessment is a socio-cultural practice as different patterns of formative assessment practices emerged from the study.