The primary objective of assessment and evaluation in Gurukuls was to identify students' strengths and weaknesses so that they could be provided with personalized instruction and guidance.

Written examinations were not a common method of assessment in Gurukuls. Instead, oral examinations, practical demonstrations, and peer assessment were more widely used.

The Guru played a central role in the assessment process in Gurukuls. They administered examinations, evaluated students' work, and provided feedback to students.

The Shishyas played an active role in the assessment process in Gurukuls. They took examinations, submitted their work for evaluation, and received feedback from the Guru.

Poor performance in Gurukuls could result in students being expelled, given extra work, or denied access to certain privileges.

Good performance in Gurukuls could result in students being given prizes, praised by the Guru, and given additional responsibilities.

Assessment and evaluation in Gurukuls contributed to the overall educational experience by helping students to identify their strengths and weaknesses, motivating them to learn and improve, and providing them with feedback on their progress.

Assessment and evaluation in Gurukuls faced a number of challenges, including the lack of standardized assessment methods, the subjectivity of assessments, and the limited resources available for assessment.

Assessment and evaluation in Gurukuls was more holistic, individualized, and focused on practical skills than assessment and evaluation in modern educational institutions.

Modern educational institutions can learn a number of lessons from the assessment and evaluation practices of Gurukuls, including the importance of holistic assessment, individualized assessment, and focusing on practical skills.