The Central Board of Secondary Education (CBSE) has announced that it will be conducting board exams twice a year from 2026. This is a major change from the current system, where exams are held only once annually. The decision to conduct board exams twice a year aligns with the recommendations of the National Education Policy (NEP) 2020.
ALSO READ: Opinion | The Strain On Helpline Numbers
Students taking the CBSE Class X Board exams will have the option to choose between two exam sessions starting in 2026: one in February and another in May. Candidates can also opt to take both tests if they wish. If students are satisfied with their results from the first exam and the subjects they chose, they can skip the second attempt. Both tests will adhere to the current curriculum and required readings. Students will take both exams at the same examination centres
By offering students this freedom, CBSE hopes to reduce anxiety and stress while providing them with multiple chances to achieve their best possible grades.
If students do not perform well in the first exam, then they have the opportunity to improve their grades in the second exam, which can enhance overall learning outcomes but increase stress level for various stakeholders.
The calendar proposed by CBSE for the new two-examination system is also a subject of debate. If the new system is adopted, there will be two back-to-back exams. Many feel that teachers also need a proper break.
Many teachers and parents feel that two exams within a few months will destabilise the balance. There will be no respite for schools, teachers, students, and parents after the first exam, as preparations for the second exam in May will begin immediately, which will be due in May. Thus, schools and teachers may struggle to adapt to the new structure, including changes in teaching methodologies and assessment strategies.
There may be variations in how schools conduct assessments each term, leading to inconsistencies in grading. Teachers may face heavier workload, preparing and conducting assessments twice a year, along with providing necessary feedback. There is also a risk that focusing on term exams could increase rote learning, turning the system into a race for marks rather than understanding concepts.
Students and parents may need time to adjust to the new system, leading to confusion and anxiety. Students will also study for two sets of exams annually, increasing their workload and stress.
The idea of conducting the boards twice a year is problematic and could disrupt the academic cycle, creating more pressure on students. It may also interfere with the syllabus of grade XI.
CBSE has already reduced the syllabus for classes 9-12 by up to 30%, which has led to a learning gap and could be detrimental. The syllabus is already limited, so conducting boards twice a year seems unnecessary.
Many schools are already conducting two pre-boards before the board exams. If the two-exam system is implemented, schools will likely conduct two pre-boards before the first board exam (March) and two before the second (May). This would mean students would have to take a total of four pre-boards and two board exams in just five months, increasing the burden on students.
The pressure on teachers will be enormous, with societal and parental expectations adding to the stress of the syllabus and changing exam patterns. Teachers will have fewer leaves, and stress will increase. After the first exam, if a student hasn't performed well, another round of preparation will begin.
Many experts believe the burden on resources will increase manifold with the introduction of the two-exam system. Examination centres must be set up, banks have to be told, and question papers created.
While it may help students appearing for competitive exams, critics argue that continuous assessment is a better alternative. CBSE must carefully evaluate the practical challenges before implementing the system to ensure it benefits all stakeholders.
All schools, whether affiliated with Assam (ASSEB, formerly SEBA), CBSE, or CISCE, will be required to include Assamese as a compulsory subject in their curriculum.
After all, it is clear that knee-jerk reactions, particularly after COVID-19, must be re-evaluated and carefully reconsidered. Many educators are not interested in offline academic activities and are struggling to find qualified teachers.
It is said that students should be creative and imaginative. Is examination an imaginative system at the age of 16? That too two examinations? One is bad enough. There have been cases of suicide and mental depression, can you imagine what will happen with two exams? CBSE must carefully evaluate the practical challenges before implementing this system to ensure it benefits all stakeholders.
(The author is a Doctor of Pharmacy (Pharm D) scholar in Kakinada. All views and opinions expressed are author’s own)