NEP 2020 suggests moving towards comprehensive appraisal systems that look at how teachers teach, how students learn over time, involvement in professional development and broader school activities. Such multi source information helps identify strengths and areas for support rather than just punishing.
Option A:
Basing appraisal solely on length of service ignores effectiveness and improvement. NEP stresses merit and professionalism, so this option is not aligned.
Option B:
This option reflects the policy shift from narrow measures to holistic evaluation that can guide growth and recognition. It therefore corresponds well to NEP 2020 and is correct.
Option C:
Using only one exam’s marks is risky and may not capture the true impact of teaching. It can also encourage teaching to the test, which NEP wants to avoid.
Option D:
Keeping appraisals secret prevents constructive feedback and undermines trust. NEP implies transparent, developmental evaluation practices instead.
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