In the present study, the perception of middle-stage school stakeholders, such as students, teachers, and parents, regarding the implementation of a 360-degree holistic system of assessment in Uttar Pradesh government and private schools, as proposed by the National Education Policy (NEP) 2020, is examined. This system of assessment is more inclusive compared to academic grades by considering the cognitive, affective, socio-emotional, and psychomotor development of a student by gathering feedback from different sources. A descriptive survey method was utilized to collect information from a 50-student, 20-teacher, and 10-parent sample from both a government and a private school. Statistical methods such as the t-test were employed by the researcher along with a self-created "Attitude towards 360^° Holistic Assessment Scale Tool" in analysing the data. Findings indicate a moderately positive attitude towards 360-degree holistic assessment from all the stakeholders. There was a contrast in attitude between government and private school students and parents, with private school stakeholders having a more positive outlook. No contrast was, however, observed between teachers' attitudes from government and private schools. These observations mean that while the philosophy of holistic assessment is accepted everywhere, its operationalisation is faced with global challenges, perhaps because it suffers from a lack of understanding and resources, especially in government schools.