Recent Events
Workshop helps teachers rethink classroom assessment
Apeejay School, Model Town faculty explore smarter ways to assess learning in CPD workshop
A two-day CPD Workshop on Competency-Based Assessment was held at Apeejay School, Model Town, Jalandhar, bringing together faculty members from the Model Town and Tanda Road branches. The workshop focused on helping teachers understand how assessment can move beyond recall-based questions and become a tool to measure real learning.
The sessions were led by Ms Harmeet Kaur Wariach, Principal, Nankana Sahib Public School, Ludhiana, and Dr Sonia Mago, Principal, Swami Sant Dass School, Jalandhar. Both resource persons guided the teachers through practical ways of designing assessments that are aligned with the National Education Policy 2020.
Focus on meaningful questions
The first day of the workshop centred on the theme The Art and Science of Creating Questions. This was significant because the quality of a question often decides the quality of thinking it encourages in a classroom. Teachers discussed how well-framed questions can help students apply concepts, reason better, and develop a deeper understanding of what they learn.
Through interactive activities and discussions, the resource persons shared strategies for creating competency-based questions. The focus was on making assessments more purposeful, so that they support critical thinking and conceptual clarity rather than only testing memory.
Building a stronger classroom approach
On the second day, the workshop continued with a focus on empowering educators and inspiring excellence. Teachers reflected on how competency-based assessment can make classroom learning more relevant and student-centred. The discussions also highlighted the importance of creativity, holistic learning, and meaningful classroom engagement.
The workshop concluded with renewed enthusiasm among the educators. It reaffirmed the school’s commitment to continuous professional development and academic excellence. Assessment is no longer being seen as a final step in learning. It is becoming part of the learning process itself, helping teachers understand how students think, where they struggle, and how they can be guided better.
