Exploring the Implementation and Challenges of 360-Degree Holistic Assessment among Secondary School Students: A Review

Abstract

The shift from traditional, examination-focused grading to a 360-degree holistic assessment model is widely recognized as a critical educational reform aimed at nurturing the multidimensional potential of learners. This review examines the theoretical foundations, empirical evidence, and systemic challenges associated with the implementation of holistic evaluation frameworks, particularly in the context of India's National Education Policy (NEP) 2020 and its precursor, Continuous and Comprehensive Evaluation (CCE). Drawing upon findings from diverse global, national, and regional educational contexts, the review reveals a generally positive necessity for multidimensional tracking to foster 21st-century competencies. However, the practical execution varies significantly due to differences in administrative burdens, teacher readiness, technological integration, and school management types (Government vs. Private). To provide a comprehensive analysis, this review introduces relevant sub-topics, including the psychological impact of academic resilience during peer-assessment, the digital divide in educational tools, and the critical role of the National Mission for Mentoring (NMM). The findings underscore the importance of addressing grassroots infrastructural challenges to ensure that assessment transcends theoretical policy and becomes a functional tool for lifelong student empowerment.