Evaluating Learning Outcomes in India: PARAKH Rashtriya Sarvekshan Report

PARAKH Rashtriya Sarvekshan: Assessing India’s Learning Outcomes

Introduction

The Performance Assessment, Review, and Analysis of Knowledge for Holistic Development Rashtriya Sarvekshan (PARAKH RS), earlier known as the National Achievement Survey (NAS), was conducted to evaluate the learning outcomes of more than 21 lakh students from Grades 3, 6, and 9 across government and private schools in India. The survey highlights significant learning gaps, especially in mathematics, language, and science. While states such as Punjab, Kerala, and Himachal Pradesh emerged as top performers, the overall findings reveal deep-rooted challenges in foundational education.

Findings and Inferences

1. Overall Performance Trends

Top Performers: Punjab, Himachal Pradesh, Kerala, Chandigarh, and Dadra & Nagar Haveli and Daman & Diu.
Underperformers: Government-aided and state-run schools recorded weak performance in Grade 6 mathematics.

2. Language Learning Gaps

• Only 54% of Class 9 students could identify the main points of a newspaper or report passage.
• In Grade 3, 67% could understand new words in familiar contexts.
• In Grade 9, just 45% could explain basic constitutional principles and national values.

3. Mathematics Learning Deficits

Grade 3:
• 68% could group objects based on properties.
• 69% could identify simple patterns.
• Only 55% could arrange numbers up to 99 in order.

Grade 6:
• Only 54% could understand place value in large numbers.
• Just 38% could solve real-life problems involving basic operations.

Grade 9:
• Only 31% could work with advanced concepts such as fractions, integers, rational numbers, and decimals.

4. Environmental Science and Scientific Understanding (Grade 6)

Only 38% of students could answer or predict outcomes of natural processes such as seasonal changes, lunar phases, or plant life cycles — indicating weak scientific reasoning skills.

5. Performance in Kendriya Vidyalayas

Kendriya Vidyalayas performed best in Grade 9 across all subjects. However, their lowest performance was observed in Grade 3 mathematics, suggesting that early foundational learning requires closer attention.

Policy Response and Recommendations

1. Early Remediation Focus

• Launch dedicated foundational literacy and numeracy programs for Grades 1–5.
• Establish clear learning benchmarks and track progress regularly.

2. Strengthen Mathematics Learning

• Introduce low-cost math kits and structured learning materials.
• Integrate digital tools and adaptive learning technologies for personalized math learning.

3. Reform Teaching Methods and Curriculum

• Shift from rote memorization to concept- and skill-based learning.
• Use real-life examples in textbooks and classroom activities, especially in science and civics.

4. Intensive Teacher Capacity Building

• Provide training in child psychology and subject-specific pedagogy.
• Use peer-learning, mentoring, and experience-sharing to uplift weaker schools.

5. Better Monitoring and Evaluation Systems

• Create state-level dashboards to monitor student learning progress.
• Encourage the use of classroom-based assessments and transparent school report cards.

6. Review of Kendriya Vidyalaya Lower Grades

Examine the teaching approaches used in early primary grades of Kendriya Vidyalayas to address the decline in foundational mathematics performance.

7. Engage Parents and Local Communities

• Involve parents, retired teachers, and local volunteers in after-school learning support.
• Use digital platforms and community initiatives to promote reading and numeracy at home.