CBSE Shifts Grading Norms: A New Era in Board Exams Evaluation
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In a significant departure from the traditional grading system, the Central Board of Secondary Education (CBSE) has recently declared that it will no longer assign divisions or distinctions to students in class 10 and 12 board exams. This groundbreaking decision was communicated by CBSE Examination Controller, Sanyam Bhardwaj, in an official release, shaking up the norms of result evaluation.
Under the new directive, the responsibility of determining the best five subjects for calculating students’ marks has shifted to the admitting college. The release emphasized that if a candidate has taken more than five subjects, the decision regarding the selection of the best five will be at the discretion of the admitting institution or employer. Moreover, CBSE clarified that it will not calculate, declare, or inform the percentage of marks. Any such calculations required for higher education or employment purposes will be undertaken by the admitting institution or employer.
This decision comes in response to numerous inquiries from concerned individuals seeking clarity on the criteria for calculating students’ percentages in CBSE board examinations. The move aims to introduce a more flexible and institution-driven approach to result evaluation.
The announcement is a part of CBSE’s broader efforts to streamline the examination process and adapt to the evolving landscape of education. The board had previously disclosed its intention to conduct class 10 and 12 exams from February 15, indicating a commitment to adhering to the academic calendar.
Interestingly, this isn’t the first time CBSE has opted for a non-traditional approach. Last year, the board decided not to issue a merit list for students while declaring results for class 10 and 12 board exams. Additionally, CBSE chose not to highlight any toppers for these classes. The rationale behind this decision was to foster a healthier academic environment by discouraging unhealthy competition among students.
This progressive shift in evaluation norms signifies a departure from the conventional practice of categorizing students into divisions or awarding distinctions solely based on exam performance. The move toward a more nuanced and institution-centric assessment approach reflects CBSE’s commitment to fostering a holistic education system that goes beyond exam-centric achievements.
The board’s decision acknowledges the evolving role of educational institutions in shaping students’ futures. By empowering admitting colleges to determine the best five subjects, CBSE is recognizing the diverse talents and interests of students. This move aligns with the broader shift in education philosophy, emphasizing the importance of a well-rounded education that goes beyond mere academic excellence.
While some may view this departure from traditional grading as a paradigm shift, it is essential to understand the context in which these changes are taking place. The aim is not to dilute academic standards but to provide a more personalized and comprehensive evaluation that takes into account the individual strengths and aspirations of each student.
As we navigate this new era in board exam evaluation, students, parents, and educators are encouraged to embrace the positive aspects of these changes. The focus on holistic development, coupled with the acknowledgment of the role of admitting institutions in result calculation, could pave the way for a more student-centric and collaborative approach to education.
It is crucial to note that the CBSE’s decision places trust in the judgment of educational institutions and employers to assess students beyond the constraints of standardized grading systems. This move encourages a shift in mindset, urging stakeholders to recognize and appreciate the multifaceted talents of students that may not be fully captured by traditional grading methodologies.
Final Thoughts
In conclusion, the recent decision by CBSE to forego divisions and distinctions in class 10 and 12 board exams marks a significant departure from traditional grading norms. This shift towards a more institution-driven and flexible evaluation approach is in line with the evolving landscape of education, emphasizing holistic development and personalized assessments. As students gear up for the upcoming exams, they find themselves navigating a transformed evaluation paradigm that prioritizes individual strengths and aspirations. It is a step toward fostering a more inclusive and student-centric education system, paving the way for a future where success is measured not just by grades but by the overall growth and development of each learner.
