Kohima, May 4, 2026: A two-day workshop focused on developing assessment items based on the National Professional Standards for Teachers (NPST) under the PARAKH framework was successfully conducted at the State Council of Educational Research and Training (SCERT), Kohima, on May 1 and 2.
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| Participants pose for a group photograph during the NPST workshop on teacher assessment held at SCERT, Kohima, on May 1–2, 2026. (Image: DIPR Nagaland) |
The workshop, organised by SCERT Nagaland, brought together education professionals and stakeholders from across the state, including officials from the Department of School Education (DoSE), faculty members of SCERT, and representatives from all eight District Institutes of Education and Training (DIETs). The programme aimed to strengthen teacher assessment systems and enhance professional standards in line with national education reforms.
The initiative was aligned with the vision of the National Education Policy (NEP) 2020, which places strong emphasis on improving the quality of teaching and learning while creating a robust framework for continuous professional development of educators. Participants engaged in collaborative sessions to design and develop assessment items that reflect classroom realities and address the practical challenges faced by teachers in different educational settings.
Officials stated that the assessment tools being developed are intended to be practical, relevant, context-specific, and capable of accurately evaluating teachers’ competencies. The exercise also sought to ensure that assessment mechanisms remain reliable, objective, and aligned with modern educational requirements.
A major focus of the workshop was familiarising participants with the NPST Guiding Document (2023) and helping them understand its role in defining professional expectations for teachers. Developed by the National Council for Teacher Education (NCTE), the NPST framework provides a structured roadmap for teacher growth, performance assessment, and professional excellence.
Participants also received training on designing high-quality assessment instruments as part of Continuous Professional Development (CPD) initiatives. Discussions covered the principles of fair and unbiased evaluation, competency-based assessment, and strategies for improving teaching effectiveness through evidence-based feedback.
According to officials, the workshop represents an important step toward strengthening the teacher assessment framework in Nagaland. The outcomes of the programme are expected to contribute not only to the state's educational development but also to provide valuable inputs to national-level efforts led by the National Council of Educational Research and Training (NCERT).
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Education officials noted that improving teacher quality remains one of the most effective ways to enhance student learning outcomes. By aligning teacher assessments with national standards and educational goals, the initiative aims to create a more competent, motivated, and professionally empowered teaching workforce.
The workshop concluded with participants expressing confidence that the knowledge and skills gained would help improve assessment practices and contribute to the overall strengthening of Nagaland’s education system.
