Beginning with the 2025–26 academic year, the Central Board of Secondary Education (CBSE) is set to revolutionize student assessment by introducing biannual Class 10 board exams.
Under this new model, every Class 10 student will sit a mandatory February examination, with an optional May retake for those seeking improved scores.
This shift away from a single annual exam aligns with the National Education Policy (NEP) 2020’s focus on reducing high-stakes pressure and promoting continuous learning.
1. Overview of the Reform
The core of the reform is simple: instead of one exam window, Class 10 learners will now have two. The February session remains compulsory for all registered students, ensuring a uniform baseline assessment across the country.
Those dissatisfied with their February results can choose the May session to reattempt up to three subjects.
By embedding choice into the system, CBSE aims to foster resilience, reduce stigma around underperformance, and encourage students to view assessments as learning opportunities rather than make-or-break events.
2. Exam Structure and Timeline
February Session (Mandatory):
All students must appear.
Question papers for core subjects—Mathematics, Science, Social Science, and Languages—are administered simultaneously across centers.
Results are typically released in April.
May Session (Optional):
Open to any student wishing to improve scores in up to three subjects.
Exams mirror the February format and difficulty level.
Outcomes are published in June.
This dual-cycle approach allows learners to identify strengths and weaknesses early, adjust study strategies, and sit for a second attempt within the same academic year—eliminating long waits and keeping motivation high.
3. Scoring and Assessment Details
Under the biannual scheme, CBSE ensures fairness by recording only the highest score from either session on the final mark sheet.
Internal assessments—comprising projects, practicals, and mid-term tests—remain unchanged, conducted once annually and carried forward to both board sessions.
This combination of external board papers and internal school evaluations provides a comprehensive measure of student performance, blending objective testing with continuous in-class appraisal.
4. Rationale Behind the Change
CBSE’s move to biannual Class 10 board exams is driven by three principal goals:
Reducing Exam Anxiety: Early feedback from February exams allows students to learn from mistakes and approach the May session with increased confidence.
Encouraging Consistent Study Habits: A mid-year checkpoint promotes regular revision rather than last-minute cramming, nurturing deeper understanding.
Offering Greater Flexibility: Schools in winter-bound areas or those with unique academic calendars can select the session best aligned to local conditions, ensuring equitable access to assessment.
By decoupling performance from a single gatekeeping exam, CBSE fosters a more student-centric learning environment.
5. Implementation Considerations
Rolling out biannual Class 10 board exams involves several logistical and operational challenges:
Dual Exam Logistics: CBSE must organize question paper printing, secure transportation, invigilation, and result processing twice a year without compromising security or quality.
Regional Equity: Remote and winter-bound regions require robust infrastructure to administer both February and May exams reliably.
Teacher and Staff Training: Educators and administrative personnel need comprehensive orientation on the new schedule, grading norms, counseling techniques, and data management systems to support students effectively.
Successfully addressing these considerations will be essential to maintain the integrity and smooth functioning of the board examination process.
6. Stakeholder Perspectives
Educators generally welcome the flexibility but express concerns about the increased administrative burden, calling for clear guidelines and support systems.
Parents and Students appreciate reduced pressure and the option to improve, though many seek clarification on subject-coverage and retake eligibility.
Policy Experts view this as a stepping stone toward fully on-demand examinations, where assessments could be scheduled based on individual readiness, further personalizing the evaluation process.
Ongoing dialogue with all stakeholders will be critical to refine practices and ensure broad acceptance.
7. Looking Ahead
As CBSE’s biannual Class 10 board exams prepare to launch, continuous feedback from schools, parents, and assessors will guide iterative improvements. Key areas for future consideration include:
Expanding Retake Subjects: Evaluating whether more than three subjects should be eligible for retake.
Enhanced Remediation Programs: Implementing targeted support workshops between February and May to help students address learning gaps.
Digital Result Portals: Upgrading online platforms for faster result publication and easy score comparison across sessions.
These steps will help solidify the new model as a sustainable, student-friendly approach to standardized assessment.
Conclusion
CBSE’s introduction of biannual Class 10 board exams marks a paradigm shift in secondary education, marrying the rigor of standardized testing with the flexibility students need to excel.
By offering two annual exam windows, promoting continuous assessment, and prioritizing student well-being, the board has taken a decisive step toward a more equitable and learning-oriented evaluation framework.
As the 2025–26 implementation unfolds, collaborative efforts among educators, administrators, and policymakers will ensure that the system evolves responsively, delivering on its promise to balance flexibility and academic excellence.
