This Article is written by Sanchita Dubey, West Bengal University of Juridical Sciences, an intern under Legal Vidhiya
ABSTRACT
The National Education Policy (NEP) 2020 has catalyzed a paradigm shift in student evaluation by introducing a new model the Holistic Progress Card (HPC). Developed by the National Council for Educational Research and Training (NCERT) through its standard-setting body, PARAKH, the HPC aims to transcend traditional assessment based on marks and grades. This research paper critically examines the new evaluation system that emphasizes multi-source feedback, self-reflection, and the development of socio-emotional and cognitive skills. The methodology adopted is a document-based qualitative analysis of policy texts, implementation manuals, and pilot study findings. The study reveals that the HPC integrates teacher, parent, peer, and self-assessments to form a nuanced and continuous picture of a child’s development. It further analyzes how this model has been piloted across various Indian states and adapted by boards such as CBSE, with early signs of digitization through the Vidya Samiksha Kendra platform. The discussion explores how this learner-centric model fosters inclusivity, emotional intelligence, and personalized goal-setting while aligning with NEP’s competency-based approach. This paper argues that while the holistic report card marks a significant step toward educational reform, systemic challenges like teacher training and digital infrastructure must be addressed to ensure its equitable implementation.
KEY WORDS
Holistic Progress Card, NEP 2020, student evaluation, NCERT, formative assessment, peer feedback, educational reform.
INTRODUCTION
In recent years, the Indian education system has witnessed a paradigm shift in its understanding of what constitutes meaningful learning and effective student assessment. Long criticized for its reliance on rote memorization and high-stakes examinations, the traditional evaluation framework has often failed to capture the full range of a child’s abilities, particularly in areas such as emotional intelligence, creativity, collaboration, and critical thinking. Recognizing the limitations of such systems, the National Education Policy (NEP) 2020 laid out a vision for a learner-centric and competency-based approach to education.[1] One of the most innovative and transformative tools introduced in this context is the Holistic Progress Card (HPC), developed by the National Council of Educational Research and Training (NCERT) through its standard-setting body, PARAKH. The HPC aims to move beyond narrow academic metrics by incorporating diverse indicators of student development and by engaging multiple stakeholders students, teachers, parents, and peers in the evaluation process.
This new model of assessment departs significantly from the conventional report card, which traditionally reflected only academic achievement as determined by the teacher. In contrast, the HPC provides a descriptive and multi-dimensional account of a learner’s progress across academic, emotional, physical, and social domains. It includes tools for self-reflection, peer feedback, and parental input, offering a much richer and more holistic understanding of the child’s learning journey. The introduction of features such as the “Ambition Card” and descriptive indicators of classroom engagement further promote a culture of goal-setting, self-awareness, and continuous growth. The HPC is not merely a reporting mechanism but a pedagogical intervention that redefines the roles of teachers and learners while also strengthening the link between schools and families.
The present research paper explores the conceptual foundations, design features, implementation practices, and potential impact of the Holistic Progress Card. Anchored in a close reading of NCERT documentation and official statements, the study examines how the HPC aligns with NEP 2020, how it is being adapted across states and school boards, and what benefits and challenges it presents to the Indian educational ecosystem. Through this analysis, the paper seeks to understand whether the HPC can genuinely serve as a transformative tool for educational equity, inclusivity, and deeper learning or whether its success will depend on addressing critical gaps in training, infrastructure, and policy integration.
RETHINKING EVALUATION: FROM GRADES TO GROWTH
The traditional evaluation system in India relied heavily on year-end summative assessments and rigid grade-based report cards, often reducing a student’s ability to a single number. These assessments, determined solely by teachers, were limited in scope and failed to capture key dimensions of student growth such as creativity, emotional intelligence, or collaborative abilities. In this context, the Holistic Progress Card (HPC) developed by NCERT under the PARAKH framework emerges as a decisive response to the shortcomings of legacy systems.[2]
The HPC aligns with NEP 2020’s emphasis on formative and competency-based assessment. It advocates a shift from measuring “what students know” to “how students learn and grow”. Rather than being a teacher-dominated judgment of student capacity, HPC transforms assessment into a collective, reflective, and continuous learning process.
THE HOLISTIC PROGRESS CARD: STRUCTURE AND PHILOSOPHY
The Holistic Progress Card (HPC) has been thoughtfully structured to monitor a child’s academic, emotional, social, and physical development through a multi-layered evaluation system that evolves across different stages of schooling. At the foundational stage, which includes Classes 1 and 2, and continuing through the preparatory (Classes 3 to 5) and middle stages (Classes 6 to 8), the HPC engages students not only through teacher-led assessments but also through opportunities for self-assessment and peer review.[3] The descriptive nature of the HPC allows students to reflect on their classroom experiences and learning outcomes using child-friendly tools. While younger children may indicate their responses through icons such as smileys and visual symbols, older students use sentence-based reflection prompts such as “I was able to express my creativity” or “I helped others.” These elements collectively shift assessment away from rigid grading systems and instead encourage deeper engagement with learning and self-awareness.
Importantly, the HPC moves beyond academic metrics to include a variety of developmental indicators. Emotional intelligence, problem-solving ability, creativity, and interpersonal skills are formally acknowledged and assessed within this framework. Teachers observe these qualities during class activities and document their impressions through qualitative remarks rather than assigning numerical scores. Simultaneously, parents are encouraged to participate in the evaluative process by offering insights into their child’s behavior at home such as how they manage their time, complete homework, or balance academic tasks with screen time and co-curricular activities. The incorporation of peer feedback further enriches this model by fostering a culture of mutual recognition and collaborative learning, where students learn to value the contributions of their classmates and develop empathy, communication skills, and teamwork.
One of the standout features of the HPC, particularly at the middle stage, is the inclusion of the “Ambition Card.”[4] This tool allows students to set personal and academic goals at the beginning of the academic year and reflect on them periodically. Students outline the skills they aim to develop, the habits they need to cultivate, and the timelines they wish to follow. This activity cultivates self-regulation, critical thinking, and long-term planning competencies that are fundamental for learners in the 21st century. By empowering students to define and monitor their growth trajectories, the HPC transforms the report card from a retrospective judgment of performance into a forward-looking map of personal development.
STAKEHOLDER INTEGRATION IN EVALUATION
The Holistic Progress Card (HPC) distinguishes itself from traditional report cards by embedding the evaluation process within a collaborative, multi-stakeholder framework. At its core, the HPC places the student in an active role, encouraging them to reflect on their learning experiences rather than passively receiving grades. Through structured self-assessment activities, students learn to identify their strengths, acknowledge their challenges, and chart paths for improvement. This practice of self-reflection cultivates a sense of ownership, self-awareness, and accountability, contributing to greater confidence and motivation in their learning journey.
Simultaneously, the role of teachers undergoes a significant transformation under the HPC model. Rather than serving solely as assessors of academic performance, teachers become facilitators of holistic development. They are expected to observe not just how well students perform on tests, but how they interact with peers, solve problems, express emotions, and approach learning tasks. The shift to descriptive feedback demands that teachers be trained in qualitative observation, rubric-based evaluation, and reflective pedagogy. This new evaluative role requires educators to engage deeply with each student’s learning process, crafting feedback that is personalized, constructive, and oriented toward growth.
Parental involvement also plays a vital role in the holistic evaluation ecosystem. The HPC invites parents to contribute their insights into their child’s behavior at home, offering a fuller picture of the learner that extends beyond the school walls. Parents are encouraged to assess attributes such as attentiveness, emotional regulation, discipline, and the ability to balance screen time with academic and extracurricular responsibilities.[5] This practice not only strengthens the feedback mechanism but also nurtures a more integrated relationship between school and home. It ensures that learning is not seen as confined to the classroom but as a continuous process influenced by both school and family environments.
In addition to self and parental assessment, the HPC introduces the novel inclusion of peer feedback.[6] This mechanism encourages students to evaluate each other’s engagement, cooperation, and participation during group activities and collaborative tasks. By reflecting on their peers’ contributions, students develop empathy, social awareness, and a stronger sense of community within the classroom. The act of giving and receiving feedback among classmates reinforces values of mutual respect, collective accountability, and positive reinforcement. In its totality, the stakeholder-driven nature of the HPC transforms assessment into a shared, dynamic, and formative experience one that reflects the complexity of student growth and the importance of collaboration in the learning process.
PILOT IMPLEMENTATION AND STATE-LEVEL ADAPTATIONS
In March 2023, NCERT conducted a pilot study in select states to test the HPC framework. Following positive feedback, states and Union Territories were advised to begin full-scale implementation, with flexibility to adapt the HPC to local languages and contexts. As of now, around 15–16 states, UTs, and CBSE-affiliated schools have started using the HPC in classrooms.[7]
CBSE issued its own implementation manual in December 2023 for foundational stages (3–6 years), introducing simplified categories such as ‘Beginner’, ‘Progressing’, and ‘Proficient’, and replacing text with symbols like flowers, trees, and smileys. While the NCERT model is rich in detail, the CBSE adaptation focuses on early-age usability and ease of understanding for both students and parents.
DIGITALIZATION OF ASSESSMENT RECORDS
To streamline and modernize record-keeping, NCERT has proposed digitizing the HPC via the Vidya Samiksha Kendra a centralized digital repository that tracks student data including enrollment, academic progress, and now, holistic development.[8] While most schools currently use physical copies, the long-term plan involves direct digital entry by teachers.
Digitization not only allows seamless data collection and analysis but also helps in policy monitoring and targeted intervention. However, the transition raises concerns about digital access, especially in rural schools, and the need for training teachers to use these platforms effectively.
BENEFITS OF HOLISTIC REPORTING
The benefits of holistic reporting as introduced through the Holistic Progress Card (HPC) extend meaningfully across all key stakeholders in the educational ecosystem students, teachers, parents, and school administrators. For students, holistic evaluation promotes inclusive and balanced learning by shifting the focus away from high-stakes examinations toward a broader appreciation of individual talents and intelligences. It reduces the psychological stress commonly associated with traditional grading systems and creates space for emotional expression, creativity, and collaborative learning. In doing so, the HPC nurtures intrinsic motivation and emotional maturity while fostering essential life skills such as self-awareness, empathy, and self-directed learning.
For teachers, the transition to holistic assessment provides an opportunity to deepen their understanding of each student’s learning trajectory. Descriptive evaluation allows educators to identify not just academic strengths and weaknesses but also behavioural patterns, emotional needs, and interpersonal dynamics within the classroom. This comprehensive perspective empowers teachers to personalize instruction and adopt differentiated teaching strategies suited to varied learning styles. Moreover, the process of observing, recording, and reflecting on diverse learner attributes encourages continuous professional growth, as teachers expand their skill sets to include rubric-based evaluation, narrative feedback, and formative assessment tools.
Parents and school leadership also derive substantial benefits from the HPC model. Parents are offered a fuller, more nuanced picture of their child’s development, which goes beyond marks to include social behavior, emotional well-being, and individual interests. This comprehensive view enhances parent-teacher communication, enabling more meaningful collaboration in supporting the child’s growth. At the institutional level, school leaders find in the HPC an opportunity to align their practices with the visionary goals of NEP 2020. By adopting a holistic and student-centric assessment model, schools position themselves as progressive learning environments that meet national and global standards. This alignment not only enhances the school’s educational credibility but also strengthens trust among stakeholders and improves student retention and overall satisfaction.
PEDAGOGICAL SHIFTS: TEACHERS AS REFLECTIVE PRACTITIONERS
One of the most significant shifts brought about by the Holistic Progress Card (HPC) is the redefinition of the teacher’s role in the classroom. Traditionally viewed as evaluators who assign grades based on exam scores, teachers are now expected to become reflective practitioners who observe, document, and analyze students’ behaviors and learning patterns in diverse settings. This approach requires a deeper understanding of each child’s learning style, emotional landscape, and social interactions. Teachers are no longer passive recorders of student performance but active facilitators of growth, whose qualitative feedback becomes central to the reporting process. This shift necessitates not only a transformation in teacher training but also in daily classroom routines. Teachers must now engage in continuous observation, conduct informal assessments, and provide descriptive remarks that are meaningful, constructive, and tailored to each student’s profile. Such responsibilities, while empowering, also add to the workload and demand new forms of institutional support, including professional development programs, rubrics for qualitative assessment, and time allowances for documentation. Without this systemic backing, the risk remains that teachers may find the HPC burdensome, potentially undermining its intended educational benefits.
STUDENT AGENCY AND SELF-DIRECTED LEARNING
A cornerstone of the Holistic Progress Card (HPC) framework is its emphasis on cultivating student agency encouraging learners to take ownership of their academic and personal development. In stark contrast to the passive role assigned to students under traditional assessment models, the HPC places them at the center of the evaluation process. Through self-assessment exercises embedded in classroom activities, students are required to reflect on what they have learned, how they have participated, and how they can improve. For younger students, this may take the form of circling simple yet powerful statements such as “I was able to learn something new” or “I helped others.” For middle school students, this process becomes more structured through goal-setting exercises and the use of the “Ambition Card,” where learners outline both short- and long-term aspirations along with strategies to meet them.[9]
This practice not only builds metacognitive skills but also fosters a sense of responsibility and direction. By learning to evaluate their own progress, students begin to understand that learning is not merely about achieving high scores but about growth over time, effort, collaboration, and personal development. It encourages intrinsic motivation as students start valuing learning for its own sake rather than for the extrinsic reward of marks. Moreover, when students set goals and monitor their own performance, they are more likely to take active steps toward improvement, thereby creating a culture of self-driven learning. This is particularly aligned with NEP 2020’s emphasis on making students “curious, independent, and critical thinkers.” However, for student agency to be truly effective, schools must ensure that children are adequately supported by teachers and parents in understanding and applying self-reflection tools. Additionally, students must be taught how to engage in constructive self-evaluation rather than merely checking boxes. When implemented effectively, this emphasis on student voice and ownership makes the HPC not just an instrument of evaluation but also a catalyst for personal growth and lifelong learning.
PARENTAL ENGAGEMENT AND THE HOME–SCHOOL CONTINUUM
The Holistic Progress Card (HPC) introduces a transformative change not only within the classroom but also in the broader ecosystem of learning by making parental involvement an essential part of the evaluation process. Traditionally, parents were passive recipients of report cards that presented a brief snapshot of their child’s academic standing, often lacking context or nuance. The HPC challenges this one-dimensional model by actively involving parents as co-assessors of their child’s development. They are invited to contribute feedback on multiple dimensions of the child’s behavior, including their ability to complete homework independently, maintain discipline, manage screen time, and engage in extracurricular activities. This move establishes a home–school continuum that acknowledges learning as a dynamic process extending beyond school hours and classroom boundaries.
By bridging the communication gap between educators and parents, the HPC fosters a more collaborative model of education. It encourages schools to initiate regular, meaningful dialogues with parents about the child’s progress, needs, and goals. For parents, this format provides a more comprehensive view of their child’s abilities and challenges not only in academic subjects but also in life skills, emotional stability, and social behavior. When parents observe that their inputs are valued and reflected in the assessment process, their engagement with the school deepens, leading to a shared sense of responsibility in shaping the child’s learning journey.
Moreover, this engagement has a motivational impact on the students themselves. When children see that their learning is being closely monitored and appreciated both at home and at school, they are more likely to take ownership of their actions and aim for continuous improvement. Parental feedback also serves as a check on school-based assessments, ensuring that the evaluations align with observations made in the home environment. However, this model assumes a certain level of parental literacy and availability, which may vary significantly across socio-economic contexts. Therefore, for the HPC’s home–school feedback loop to be effective and equitable, schools must also take steps to guide parents particularly those from disadvantaged backgrounds on how to provide constructive, developmentally appropriate feedback. When properly supported, parental involvement under the HPC transforms the evaluation process from a transactional report into a shared developmental narrative.
CHALLENGES IN IMPLEMENTATION
One of the key concerns in the implementation of the Holistic Progress Card (HPC) lies in the operational challenges that accompany such an ambitious and structural shift in the assessment process. Among the foremost issues is the steep learning curve for teachers, many of whom are accustomed to numerical grading systems and may find it difficult to transition to a descriptive mode of evaluation that demands closer observation, detailed feedback, and individualized assessment. This challenge is compounded by the risk of superficial implementation if robust and sustained teacher training is not ensured. Without a deep understanding of the HPC’s pedagogical intent and evaluation techniques, there is a danger that teachers may reduce the system to a tick-box exercise, undermining its transformative potential. Furthermore, the lack of adequate digital infrastructure, particularly in low-resource and rural settings, poses a significant barrier to the digitization of HPC records as envisioned by the NCERT through platforms like the Vidya Samiksha Kendra.[10] In addition to these logistical concerns, there is also the issue of limited empirical research on the long-term outcomes of the HPC. As the model is still in its early stages, large-scale and longitudinal studies evaluating its impact on student learning, motivation, and school culture are yet to be conducted. Despite these challenges, the HPC marks a critical departure from the outdated, exam-centric model and lays the foundation for a more holistic, inclusive, and learner-oriented approach to student evaluation.
CONCLUSION
The introduction of the Holistic Progress Card (HPC) by NCERT, in alignment with the National Education Policy (NEP) 2020, signifies a landmark transformation in India’s educational assessment landscape. Moving away from a rigid, exam-centric system that has long dominated the Indian classroom, the HPC embraces a more nuanced and inclusive philosophy of student evaluation. By incorporating teacher observations, peer and parental feedback, and student self-reflection, the HPC advances a vision of education that values the full spectrum of a child’s development academic, emotional, social, and physical.
This model of evaluation is more than just a new reporting format; it is a shift in the very understanding of what constitutes learning and how it should be measured. It centers the learner not just as a subject of evaluation but as an active participant in the process, encouraging metacognition, goal-setting, and personal responsibility. It also redefines the role of the teacher from an examiner to a facilitator of growth and development, while positioning parents and peers as important contributors to the learning ecosystem. Through these shifts, the HPC embodies NEP 2020’s aspiration of creating joyful, engaging, and meaningful learning experiences that move beyond rote memorization and standardized scores.
Yet, while the framework is promising, its success depends on thoughtful, consistent implementation. The challenges of teacher preparedness, infrastructural readiness, and system-wide adaptation cannot be overlooked. Without proper training, support, and digital integration, the ideals of the HPC risk being reduced to symbolic gestures. Moreover, the lack of long-term studies on the impact of this model calls for sustained academic and policy attention to ensure its effectiveness and scalability.
In conclusion, the Holistic Progress Card has the potential to redefine how India nurtures and assesses its learners. It is not only a tool for reporting but also a mirror that reflects the evolving needs of a dynamic, inclusive education system. If implemented with care and clarity, the HPC can serve as a powerful instrument in building a future where every child’s growth is acknowledged in its fullest sense beyond grades, beyond marks, and towards true learning
REFRENCES
- Jacob, R., Holistic Report Cards in NEP 2020: A New Era of Student Assessment. SMT Jawala Devi College of Education, p.1.
- Ghosh, A., 2026. Examination Reforms and Holistic Progress Card. In Integrating Mindfulness in Education (pp. 159-172).
- Apple Academic Press. Widiana, I.W., 2021. E-Report: Holistic Assessment System In Elementary School. Journal of Education Technology, 5(3), pp.385-392.
- Lee, J., 2020. What’s missing from the nation’s report card. Phi Delta Kappan, 102(4), pp.46-51.
- Wright, T. and Murray, B., 2015. Developing a Performance-Based Report Card. YC: Young Children, 70(2).
- Jacob, R., Holistic Report Cards in NEP 2020: A New Era of Student Assessment. SMT Jawala Devi College of Education, p.1.
- Ghosh, A., 2026. Examination Reforms and Holistic Progress Card. In Integrating Mindfulness in Education (pp. 159-172). Apple Academic Press.
- Singh, N.I., Meitei, A.P. and Devi, N.R., The Need for Bridging Holistic Education, Assessment, and Reporting: Transformative Approaches in NEP 2020. Meitei, A.P., Singh, N.I., Victoria, T. and Chanu, T.S., Holistic Progress Card: Assessing Implementation.
- Feasibility in Government Primary Schools of Manipur, India. Singh, D. and Sharma, G., 2023. Holistic Assessment: Understanding the Need for Ensuring Equitable Assessment of Learners. In Creating an Equitable Space for Teaching and Learning (pp. 137-154).
- Routledge India. Veluguri, D., Ramanjaneyulu, G.V. and Jaacks, L., 2019. Statewise report cards on ecological sustainability of agriculture in India. Review of Rural Affairs, 54(29), pp.19-27.
[1] Jacob, R., Holistic Report Cards in NEP 2020: A New Era of Student Assessment. SMT Jawala Devi College of Education, p.1.
[2] Lee, J., 2020. What’s missing from the nation’s report card. Phi Delta Kappan, 102(4), pp.46-51.
[3] Singh, D. and Sharma, G., 2023. Holistic Assessment: Understanding the Need for Ensuring Equitable Assessment of Learners. In Creating an Equitable Space for Teaching and Learning (pp. 137-154). Routledge India.
[4] Wright, T. and Murray, B., 2015. Developing a Performance-Based Report Card. YC: Young Children, 70(2).
[5] Singh, N.I., Meitei, A.P. and Devi, N.R., The Need for Bridging Holistic Education, Assessment, and Reporting: Transformative Approaches in NEP 2020.
[6] Singh, N.I., Meitei, A.P. and Devi, N.R., The Need for Bridging Holistic Education, Assessment, and Reporting: Transformative Approaches in NEP 2020.
[7] Meitei, A.P., Singh, N.I., Victoria, T. and Chanu, T.S., Holistic Progress Card: Assessing Implementation.
[8] Veluguri, D., Ramanjaneyulu, G.V. and Jaacks, L., 2019. Statewise report cards on ecological sustainability of agriculture in India. Review of Rural Affairs, 54(29), pp.19-27.
[9] Widiana, I.W., 2021. E-Report: Holistic Assessment System In Elementary School. Journal of Education Technology, 5(3), pp.385-392.
[10] Meitei, A.P., Singh, N.I., Victoria, T. and Chanu, T.S., Holistic Progress Card: Assessing Implementation Feasibility in Government Primary Schools of Manipur, India.
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