Curricular Areas that cannot be "Tested of Marks"

Curricular Areas that cannot be "Tested of Marks" :

Each area of the curriculum may not lend itself to being 'tested'; it may even be antithetical to the nature of learning in the curricular area. This includes areas such as work, health, yoga, physical education, music and art. While the skill-based component of physical education and yoga could be tested, the health aspect needs continuous and qualitative assessments. Currently, this has the effect of making these subjects and activities 'less important' in the curriculum; these areas are inadequately provided for in terms of material resources and curricular planning, and marked by a lack of seriousness. Further, the time allocated for them is also frequently sacrificed to accommodate special classes. This is a serious compromise with parts of the curriculum that have deep educational significance and potential. 

Even if 'marks' cannot be given, children can be assessed for their development in these areas. Participation, interest, and level of involvement, and the extent to which abilities and skills have been honed, are some markers that can help teachers to gauge the benefits of what children learn and gain through such activities. Asking children to selfreport on their learning can also provide teachers with insight into children's educational progress and give them feedback on improving curriculum or pedagogy.

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