In many ways, the National Education Policy (NEP) 2020 called for conceptual re-organisation on matters critical to educational practice. Using a methodology of retrospective analysis, this contribution examines assessment issues envisioned in NEP 2020 by situating them in the socio-historical context of Indian education reforms. Adopting an approach of contemplative interpretation, the analysis raises concerns about the possible impact of realising the envisioned ideas. This stance allows for deliberation on critiques by drawing upon assimilated educational wisdom from contemporary research, both globally and in India. The analysis engages with and reflects on the arising tensions and practical challenges rather than being gripped by judgements about utility or the pressure to show tangible consequences. We argue that recognising the dynamic relationship between assessment and learning is critical to reinvigorating the discourse and practice of assessment.
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