Editorial 1: The CBSE’s ‘two-exam scheme’ overcomplicates things

Context

The CBSE's proposed plan for Class 10 students appears forward-thinking, but a deeper analysis reveals challenges related to implementation, cost, and teaching methods.

Introduction

The CBSE's draft plan proposes that, starting in 2026, Class 10 students can take their board exams twice in a school year—once around February/March and again in May. This change, aligned with the National Education Policy (NEP) 2020, aims to reduce student stress, give them a chance to improve their scores, and promote a more well-rounded evaluation system. While it seems like a positive step, a deeper look reveals challenges in execution, costs, and teaching methods, which could make the system more complicated rather than truly beneficial.

Shift Towards Conceptual Learning vs. Logistical Focus

• NEP 2020 promotes conceptual learning and competency-based assessment.
• CBSE’s draft policy mainly emphasizes scheduling and logistics.
• Though board exams aim to test core competencies instead of rote learning, the implementation remains unclear.
• Risk: Multiple exams may still encourage coaching-driven preparation rather than true understanding.
• Instead of reducing stress, students might end up preparing intensely for two exams rather than one, increasing pressure.

Logistical Challenges of Multiple Examinations

• High Number of Students:
  • 26.6 lakh students expected for Class 10 exams in 2026.
  • With two cycles, answer scripts will exceed 1.72 crore.
• Evaluation Challenges:
  • A large number of evaluators needed.
  • Uniform grading standards must be ensured.
• Overlap with Class 12 Exams:
  • 20 lakh Class 12 students in 2026 will also take exams.
  • Schools must manage multiple test dates, secure papers, and ensure fairness.

• This increases administrative burden on teachers and school staff.

Limited Time for Remedial Learning

• Students failing in February will have only two months before the next attempt in May.
• This short gap may not allow for genuine conceptual improvement.
• Without proper school support, students may resort to rote memorization instead of fixing learning gaps.
• This goes against NEP 2020’s goal of reducing dependence on rote learning.
• While the policy intends to improve learning, it may increase student stress and create logistical challenges.
• Without clear implementation strategies, the shift towards competency-based assessment remains uncertain.

The issue of examination fees and equity

1. Financial Burden on Economically Weaker Students

• Increased Examination Fees:
  • Policy mandates non-refundable fees covering both attempts.
  • Even students attempting only one exam must pay for both.
• Impact on Marginalised Students:
  • Higher costs may become a barrier to education.
  • Contradicts NEP 2020’s goal of equitable access.
• Coaching Centre Influence:
  • Private institutes may offer specialised coaching for the second attempt.
  • This could widen the gap between affluent and underprivileged students.

2. Impact on School Calendars and Class 11 Admissions

• Delayed Results: If second attempt results are declared by June-end, admission cycles may be compressed.
• Disruptions in Academic Calendar: Schools usually start Class 11 in April/May.
  • Late results may delay stream selection and admissions.
• Challenges for Students & Schools: Could lead to uncertainty in subject choices.
  • Poses difficulties in States with competitive admissions.

What should be done

1. Need for Effective Implementation of Competency-Based Assessment

• Beyond Logistical Changes: CBSE should focus on actual learning improvement rather than just restructuring exams.
• Structured Remedial Support A remedial programme between the two exams is necessary.
  • Helps students address conceptual gaps instead of just retaking the test.
• Revised Examination Fee Structure: Students opting for only one attempt should not be penalised financially.

2. Importance of Pilot Studies and Phased Implementation

• Ongoing Pilot in 30 Schools: Covers Science and Social Science subjects.
  • Students assessed internally at two levels based on choice.
• Need for Wider Pilot Programmes: Expansion to more schools in different regions for diverse feedback.
  • Helps identify logistical challenges and refine the process.
• Phased Implementation Strategy: Policymakers should analyze pilot outcomes before full-scale implementation.
  • A gradual rollout prevents disruptions in the examination system.

Conclusion

The idea behind this reform is good, but good intentions alone are not enough. A big change like this needs proper planning, clear communication, and a real effort to improve how students are assessed in a meaningful way. Right now, the CBSE’s plan for two board exams could end up being just another complicated rule that adds confusion without solving the main problems in India’s school exam system.