The National Achievement Survey (NAS) emerges as a vital national-level large-scale assessment study, designed to evaluate the educational health of the nation. The genesis of the NAS traces back to its inception as an independent project by the National Council of Educational Research and Training (NCERT). However, a pivotal shift occurred in 2000 when the alignment of NAS features with the long-term mission of achieving 100% literacy led to its assimilation into the Sarva Shiksha Abhiyan (SSA) under the Ministry of Education (formerly MHRD). Within the SSA framework, the original vision comprised three NAS cycles—Baseline, Mid Term, and Terminal Achievement Surveys—encompassing classes III, V, and VII/VIII. The Baseline Achievement Survey (BAS) unfolded from 2001 to 2004, succeeded by the Mid-term Achievement Survey (MAS) spanning 2005 to 2008.

Over the past decade of SSA implementation, the educational focus shifted from addressing access challenges to enhancing learning quality. Consequently, NAS evolved into a multifaceted tool, not only furnishing feedback on learners' performance but also serving as the foundation for pivotal policy decisions in school education. Each NAS round became synonymous with a 'Cycle,' with the Terminal Achievement Survey (TAS) planned for 2009-2013 renamed as Cycle 3. Students in classes III, V, and VIII underwent testing every three years. During the third cycle, a methodological shift occurred, transitioning from Classical Test Theory (CTT) to Item-Response Theory (IRT) for assessment design and analysis, a paradigm that NAS has adhered to since.

In the initial four NAS cycles, Class III students were evaluated in Language and Mathematics, Class V students in Environmental Studies (EVS), Language, and Mathematics, and Class VIII students in Language, Mathematics, Science, and Social Sciences. The test items were designed based on common core content identified across States/UTs.

A transformative moment occurred in 2017 when NCERT introduced subject and class-wise Learning Outcomes (LOs) up to the Elementary Stage. This approach aimed to gauge learners' progress across grade-appropriate LOs at the end of Classes III, V, and VIII by assessing a variety of items measuring skills and competencies. Post-NAS 2017, interventions focused on shifting pedagogical planning from content-based to competency-based, marking a paradigm shift in educational strategies. Additionally, score benchmarks were established for all four grade levels, facilitating the scaling of NAS 2017 assessments with future cycles.

The next NAS cycle, scheduled for 2020, faced a postponement due to the COVID-19 pandemic. Eventually administered in November 2021, NAS 2021 maintained methodological continuity with its predecessor, utilizing a competency-based approach for assessment item design and relying on Item Response Theory (IRT) for analysis and scaling.

The 2021 cycle of NAS was administered on November 12, 2021 in 1, 18,274 schools across 720 Districts across all Indian States/Union Territories (UTs). Almost, 3.4 million students across the country were assessed on the learning outcomes developed by the Council. Apart from the academic progress of the learners, their socio-economic context was also captured in the assessment through the Pupil Questionnaire (PQ), School Questionnaire (SQ) and Teacher Questionnaire (TQ). The students from approximately 1.18 lakh schools were administered the survey.

The upcoming NAS is slated for 2024, signifying the ongoing commitment to comprehensive educational evaluation in India.