Navigating the Biannual Class 10 Exam Shift: A Balanced Approach to Assessment

The Central Board of Secondary Education (CBSE) has unveiled a landmark policy: beginning in 2026, Class 10 students will face biannual board exams instead of the traditionally held single assessment. Intended to align with the progressive principles of the National Education Policy (NEP) 2020 and reduce high-stakes pressure on students, the plan mandates a mandatory exam in February, followed by an optional second exam in May. The higher score of the two will be considered the final result. While the dual-exam model promises flexibility and multiple opportunities for improvement, it has also sparked intense debate among educational leaders concerned about its practical implications.

Purpose Behind the Biannual Exam System

CBSE's biannual system is crafted to serve two core objectives:

1. Stress Reduction: By offering students a fresh attempt mid-year, CBSE hopes to alleviate the overwhelming anxiety associated with a single, high-stakes examination.
2. Student-Centric Flexibility: The policy empowers students to improve their scores and buffer against one poor performance, ostensibly fostering a more understanding and supportive evaluation model.

In principle, CBSE's move is a progressive step toward student well-being, aligning with NEP 2020’s mission to foster holistic and stress-free education.

Educator Concerns: Calendars, Workload & Burnout

Despite noble intentions, educators have raised serious red flags:

• Disrupted Academic Calendar:
   
  • Timing Conflicts: Principals like Ms. Sudha Acharya (ITL School, Dwarka) expressed concern over a testing season spanning mid-February to June, which threatens to overrun regular teaching schedules.
     
  • Lower Grade Neglect: With teachers stretched thin across exam responsibilities, instruction for junior classes (VI–VIII) may suffer, especially when the academic year is already tightly packed into 210 working days.
     
• Teacher Burnout:
   
  • Teachers would have to simultaneously manage exam preparation, administration, grading, and regular classes—a pressure many say is unsustainable.
     
• Student Burnout:
   
  • Cumulative exam stress from February through May could heighten anxiety, with no buffer period for relaxation or extracurricular learning.
     

Financial & Emotional Toll on Families

Another layer of concern revolves around the broader impact on families:

• Financial Strain:
   
  • Additional costs for re-registration, stationery, tutoring, and commuting to exam centers could particularly affect middle—and lower-income households.
     
• Emotional Pressure:
   
  • Extended anxiety over two separate exam cycles creates a prolonged period of tension, not just for students but for parents as well.
     

Dr. Anupama Mishra of Sunbeam School in Varanasi warned that the current one-exam system could already strain families financially and emotionally.

Alternatives Proposed by Educators

Recognising the mixed responses, educationists have proposed more balanced assessment methods:

• Adaptive Online Exams:
   
  • Ms. Rashmi Malik of Salwan School advocates for online Class 10 exams with flexible timelines and multiple retake options, replacing fixed second boards.
     
• Emphasis on Internal Assessments:
   
  • Schools could tailor a robust internal evaluation system for students who may not need board certification, reducing the overall exam burden.
     
• Expand Flexibility Beyond Boards:
   
  • Ms. Asha Prabhakar at Bal Bharti Public School urges CBSE to rethink the dual-board strategy, recommending reforms prioritizing academic depth and student well-being.
     

A Call for Balanced Reforms

While CBSE’s initiative seeks to uplift the student experience, the concerns raised by school principals and educators hold weight. Any successful implementation will require:

1. Engaged Dialogue: Open forums with teachers and principals to understand logistics and challenges.
2. Curriculum Adjustment: Potential recalibration of syllabi and teaching timelines to accommodate two assessment windows.
3. Wellness Planning: Integrated student health and psychological support during exam periods.
4. Financial Assistance: Tailored support for economically disadvantaged students to prevent exclusion from the optional exam.
5. Ongoing Review: A phased rollout and assessment, possibly starting with pilot schools, to refine the system over time.

Conclusion: Toward a Supportive, Flexible Future

CBSE’s move to introduce biannual Class 10 exams marks a watershed in India’s educational reforms, signalling a shift toward student-centered learning. Yet, without strategic planning and collaboration with educators, the policy may inadvertently elevate stress and amplify workload burdens. By embracing flexible assessment methods—such as online testing and internal evaluations—and embedding student wellness and teacher workload relief at its core, CBSE can honour the transformative vision of NEP 2020. For the biannual exam structure to succeed, it must evolve through constructive feedback, thoughtful pilots, and a relentless focus on educational quality and well-being.