The paper investigates the experiences and perceptions of the elementary school teachers implementing a self-designed Holistic Assessment Framework (HAF). This is a transformative multidimensional assessment framework focused on transforming the assessment practices in elementary education, making them more diverse as well as holistic, tailored to the unique needs of the learners. The HAF reflects in detail the progress as well as the uniqueness of each learner in the cognitive, affective, and psychomotor domain. It follows a participatory, inclusive, and learner centric approach and includes assessments of dimensions-physical development, socio-emotional and ethical development, cognitive development, language, and literacy development, and, aesthetic and cultural development. The teachers’ discourses based on the implementation of this framework on Grade I students presented as a case. Semi-structured interviews were conducted of elementary teachers (n = 17). The applicability of the framework was determined with the help of hybrid approach including deductive and inductive analysis of the data obtained on the predetermined themes. The paper contributes to the ongoing discourse of HAF, presenting valuable insights on application of holistic assessments and practical insights in a real-world context for teachers and parents. The assessment framework guides and empower teachers to conduct effective learner centric assessments to improve learning and confidence in their students. This framework can be adopted by teachers to incorporate holistic assessments for taking the traditional assessment system towards student centricity and completeness. © 2024 Published by KURA Education & Publish-ing. This is an open access article under the CC.
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