Mapping Education

by Nov 27, 2023Education0 comments

State Educational Achievement Survey 2023 – PARAKH successfully conducted with the participation of 80 lakh students from 3 lakh schools at 5917 blocks across the nation


The State Educational Achievement Survey by PARAKH was conducted to understand the baseline performance in the development of the competencies at the end of the foundational, preparatory, and middle stages. The successful completion of the State Educational Achievement Survey, conducted on 3 November 2023, marks a significant achievement in the assessment of educational competencies among students at the block level in India at grades 3, 6, and 9.

This extensive survey covered approximately 80 lakh students from 3 lakh schools at 5917 blocks across the nation. It also includes 6 lakh teachers and more than 3 lakh field investigators. The primary objective of this survey is to assess the learning competencies of students at the end of each educational stage, i.e., foundational, preparatory, and middle with a primary focus on Language and Mathematics. Barring Chhattisgarh, Delhi, Odisha, Punjab, Rajasthan and West Bengal, all other States and UTs participated in the implementation of the survey.

Tools to assess students’ competencies were designed using scientific procedures, while the assessment methodology employed a paper-pen-based approach with OMR technology for data capture and analysis, which ensured the precision and efficiency of data acquisition and validation.

Shri Sanjay Kumar, Secretary, DoSE&L, Ministry of Education, emphasized that with the successful execution of the State Educational Achievement Survey 2023, crucial insights into the strengths and potential areas for enhancement within the education system will be available. These insights will form the bedrock for evidence-based policies and initiatives directed towards enriching the quality of education for the students, he added.

One of the noteworthy features of the State Educational Achievement Survey (SEAS) 2023 conducted by PARAKH was the expansion of the sample size to understand the learning gaps at the block level, a strategic shift from the district. This transition was inspired by the objective of catering to a larger number of students and effectively understanding the performance at a deeper level. Furthermore, this approach also encompassed teachers’ professional development programs at the block level.

Shri Vipin Kumar, Additional Secretary, DoSE&L, Ministry of Education, said that the State Educational Achievement Survey by PARAKH encompassed a substantial sample of approximately 8 million learners. He also informed that this assessment, with the educational block as the finest unit of analysis, will carry profound implications for education policies, encompassing teacher training programs and the creation of teaching and learning support resources.

Professor Dinesh Prasad Saklani, Director of NCERT, noted that this momentous achievement was made possible through the collaborative efforts of stakeholders from all the State/Union Territories, all of whom played a pivotal role in shaping the future of education in the country.

The successful administration of the SEAS represents a significant stride towards enhancing the quality of education in India. The insights gained from this survey lead to evidence-based decision-making and the implementation of initiatives aimed at improving the education system. Anticipation is high for the positive impact that the PARAKH survey will have on the educational landscape in the nation.

In line with the NEP 2020, the National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) has been set up as a body for setting norms, standards, and guidelines for student assessment and evaluation for all recognized school boards of India. It will also guide the State Achievement Survey (SAS) and undertake the National Achievement Survey (NAS); monitor achievement of learning outcomes; and encourage and help school boards to shift their assessment patterns towards meeting the skill requirements of the 21st century.

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