The primary purpose of assessing Indian literature in education is to evaluate students' understanding of literary concepts and techniques, such as plot, characterization, setting, and theme.

Multiple-choice tests are not a common method for assessing Indian literature in education, as they do not allow students to demonstrate their understanding of literary concepts and techniques in a nuanced way.

All of the above. Authentic texts provide students with a more accurate representation of Indian literature, help them to develop a deeper understanding of Indian culture, and allow them to make connections between their own lives and the lives of the characters in the texts.

All of the above. Teachers can use assessment to promote critical thinking skills in students when teaching Indian literature by asking students to analyze and interpret literary texts, by encouraging students to make connections between the texts and their own lives, and by having students write essays about the texts.

All of the above. The diversity of Indian literature, the lack of standardized assessment tools, and the difficulty of assessing students' understanding of literary concepts and techniques are all challenges associated with assessing Indian literature in education.

All of the above. Teachers can overcome the challenges associated with assessing Indian literature in education by using a variety of assessment methods, by developing their own assessment tools, and by providing students with opportunities to practice their critical thinking skills.

All of the above. Assessment can help teachers to identify students' strengths and weaknesses, to adjust their teaching methods, and to develop new and innovative teaching materials.

All of the above. Assessment can be used to promote a love of Indian literature in students by making assessment enjoyable and engaging, by providing students with opportunities to share their love of literature with others, and by recognizing and celebrating students' achievements.

All of the above. Using a variety of assessment methods, developing clear and concise assessment criteria, and providing students with feedback on their work are all best practices for assessing Indian literature in education.

All of the above. Assessment can be used to promote equity and inclusion in the teaching of Indian literature by using assessment tools that are fair and unbiased, by providing students with opportunities to learn about and appreciate different cultures, and by creating a classroom environment that is welcoming and inclusive.

All of the above. Assessment of Indian literature in education is likely to become more standardized, more authentic, and more personalized in the future.

All of the above. Teachers can use assessment to promote critical thinking skills in students when teaching Indian literature by asking students to analyze and interpret literary texts, by encouraging students to make connections between the texts and their own lives, and by having students write essays about the texts.

All of the above. The diversity of Indian literature, the lack of standardized assessment tools, and the difficulty of assessing students' understanding of literary concepts and techniques are all challenges associated with assessing Indian literature in education.

All of the above. Teachers can overcome the challenges associated with assessing Indian literature in education by using a variety of assessment methods, by developing their own assessment tools, and by providing students with opportunities to practice their critical thinking skills.

All of the above. Assessment can help teachers to identify students' strengths and weaknesses, to adjust their teaching methods, and to develop new and innovative teaching materials.