assessment and evaluation are essential components of the educational process, facilitating student learning, informing instruction, and ensuring program effectiveness. This research paper provides a comprehensive examination of assessment and evaluation concepts, types, and methods, highlighting their critical role in enhancing teaching and learning outcomes. The paper also explores contemporary challenges and best practices, emphasizing the importance of a balanced assessment approach that integrates formative and summative evaluation. recommendations for improving assessment and evaluation strategies are presented, with a focus on promoting student success and institutional accountability.

neP-2020 suggests that all components of the educational framework, including regulation and funding, be revised and revamped. To develop a new system that is in line with the aspirational aspirations of the twenty-first century. While drawing on India’s traditions and value systems, education, including SDG4, will be prioritised. For the sake of national security, it is regarded vital to instil knowledge about India and its diverse social, cultural, and technological demands, as well as its inimitable aesthetic, language, and knowledge traditions, and strong ethics in India’s young people

Learning science is crucial for the transformation of the country as a developed nation. It must engage students in activities that require higher-order thinking skills. The present study attempts to find out whether Students differing with respect to achievement differ in their science processes. Sample consisted of 209 students of class VIII studying in Prayagraj. ‘Test of Science Processes’ constructed by the researcher and ‘Science Achievement Test’ constructed by Kalplata Pandey were used to collect the data. One way analysis of variance was used for the analysis of data. It was found that students with high or above average achievement in science have better science processes than those having average or below average achievement in science; students

differing with respect to achievement in science do not differ on ability to exclude variables, draw inferences, and design experiments; students having high or above average achievement in science have better ability to interpret data than those having below average achievement in science; high achieving students exhibit greater ability to identify supporting data than other students.

The Indian Knowledge System (IKS) encompasses the rich, time-honored wisdom developed in India across diverse fields such as philosophy, traditional sciences, ayurveda, ecology, arts, and languages. This holistic knowledge tradition not only supports intellectual development but also nurtures moral, spiritual, and emotional growth. Integrating IKS into teacher education presents numerous opportunities, including fostering cultural relevance, promoting holistic development, enhancing environmental awareness, encouraging interdisciplinary learning, and nurturing ethical values. Teacher trainees exposed to IKS can connect deeply with indigenous knowledge, thus fostering respect for cultural diversity and environmental sustainability. Practical applications, such as IKS-based curriculum modules, experiential learning, and mentorship with knowledge keepers, further reinforce its relevance in modern pedagogical practices. However, the integration of IKS into teacher education is challenged by curriculum rigidities, lack of trained faculty and resources, language barriers, and skepticism regarding scientific validity. Moreover, limited policy support and funding also constrain its institutionalization. addressing these challenges requires collaborative efforts from policymakers, educators, and community stakeholders to revise curricula, build capacity, and promote field-based learning rooted in local traditions. By embracing IKS, teacher education can transcend conventional knowledge boundaries, promoting a well-rounded education that aligns with the Un

Sustainable Development Goals and prepares future educators to cultivate culturally