The Central Board of Secondary Education (CBSE) has introduced a significant change by announcing biannual board examinations for students. This reform, aimed at making the assessment process more student-friendly, seeks to strike a balance between academic performance and emotional well-being.
This article explores the potential benefits, challenges, and parental reactions surrounding this policy shift.
Academic and Emotional Benefits for Students
Reduced Pressure and Stress: Spreading assessments over two exams can help alleviate the intense pressure students often face with a single, high-stakes examination. This dual approach enables a more balanced preparation process, allowing students to focus on incremental learning rather than last-minute cramming. It also gives students a legitimate second chance if they face setbacks, such as mental stress or poor performance due to unforeseen circumstances. Luck, which sometimes plays a role in single-day performance, is mitigated with this alternative.
Continuous Learning and Feedback: Biannual assessments encourage consistent engagement with the curriculum. Regular evaluation helps students avoid last-minute stress and provides timely feedback, enabling them to address learning gaps as early as the first exam cycle.
Enhanced Skill Development: More frequent assessments support the development of crucial life skills such as time management, exam strategies, and resilience. Students are exposed to a real exam atmosphere more frequently, helping them perform better academically and emotionally.
Potential Challenges for Schools
Administrative and Logistical Burden: Conducting two board examinations annually will require extensive planning and execution. From scheduling to managing exam centres, invigilation duties, and timely grading, the workload on schools is expected to increase significantly. Additional resources, staff, and infrastructure may be necessary.
Curriculum Management: Ensuring fairness and consistency in two exam cycles involves careful curriculum segmentation and updates. CBSE will face a mammoth task in completing evaluations on time. Schools may struggle to maintain regular academic operations during April and May, as many teachers will be involved in invigilation and evaluation, thereby affecting summer vacations.
Teacher Training and Support: Teachers will require training in new formats of assessment, updated evaluation criteria, and managing the extra administrative burden. This may further strain already limited resources.
Initial Reactions from Parents
Mixed Feelings: While many parents support the move for reducing exam stress and encouraging regular learning, some are concerned that students might rely too heavily on the second exam cycle. Initial confusion and adjustment challenges are anticipated.
Concerns About Increased Academic Burden: Some parents fear that the increased frequency of exams might lead to more stress, with students pressured to perform well in both cycles. Scheduling and curriculum clarity will be key to managing these anxieties.
Expectations for Clarity and Support: Parents are looking for transparent communication about how the new system will be implemented. There is also concern that the second exam’s timing may overlap with admission deadlines for universities and competitive exams, limiting its usefulness.
Conclusion
CBSE’s decision to implement biannual board examinations is a bold step towards reimagining assessments in Indian education. By prioritising learning continuity and emotional well-being, the reform promises a more holistic approach. However, its success hinges on effective planning, clear communication, and inclusive stakeholder support. If executed well, this initiative can redefine how learning and performance are measured in Indian schools.
