CBSE Board Exams 2020: Experts argue that such projects should not only focus on Class 9-12, but need a shift in teaching learning-pedagogy. Many also argue that making things too simple may make it more difficult for students to take on real-life challenges. However, parents expect better marking.
In a sequence of tweets, the Central Board of Secondary Education (CBSE) asserted that the fresh examination pattern for Class 10 and Class 12 board 2020 brought’ cheers among learners,’ but the experts are split on the same. The examination changes consist of 20 marks of internal evaluation or practices for all subjects, more internal choices and the introduction in board reviews of objective-type questions.
The CBSE argues that the 2020 boards “would make the evaluation student-friendly, objective-type questions also mean a thorough research and a smaller amount of descriptive issues reduced for class 10 and 12 boards would give students more time to think and write more creative responses without stress during the examinations.” It also added that having practices for all topics would also give students more time to think and write more creative responses without stress during the examinations.
The board will also have two levels of math examination for Class 10 from 2020 on, among other initiatives. A more easy mathematics syllabus will be implemented under level-2 in relation to the current level. The present topic of mathematics will be called Mathematics-Standard, according to an official CBSE circular, and the easier level will be called Mathematics-Basic. Students failing or receiving a compartment in the Mathematics-Standard exam will have the option to appear in either of the two levels for the compartment exam.
While head of the parents organization, Delhi celebrated the move, saying, “Most of India’s competitive tests are based on MCQ. Making board exams on a similar pattern is also right. These questions test a student’s concepts while the marks given depend on the teacher evaluating the answer sheet in the descriptive mode. In descriptive mode, it has a greater chance of varying.
Many educators have argued that this will facilitate the examinations. “It’s a board conflict. State boards and key boards introduce fancy names and schemes, but it is not verified how this affects the learners. Boards also smoothly give students marks. All of this combined will make it really difficult for such learners to accept failures or defeat,” a teacher at CBSE college said on anonymity condition.
Swati Salukhe, a counselor based in Mumbai, believes that Class 9-12 can not target all educational reforms. “We need improvement in teaching-learning pedagogy, teacher conceptual learning, guidance for all stakeholders and regular steps. For four years of Class 9, 10, 11 and 12, we can not implement reforms. More planned and structured reforms are needed throughout schooling to ensure that such skills are naturally embedded in students rather than introducing one fine year of conceptual learning. Such results may be short-lived.