In a decisive move poised to redefine academic evaluation in India, the Central Board of Secondary Education (CBSE) has announced the introduction of biannual board examinations for Class 10 students. The reform, which aligns with the objectives of the National Education Policy (NEP) 2020, has ignited considerable discourse among educators, parents, and students alike. In an insightful tête-à-tête with ‘The Hitavada’ News Editor Mukesh S Singh, Amitava Ghosh, Founder Principal, Bharatiya Vidya Bhavan’s R K Sarda Vidya Mandir, Raipur, described the shift as a “thoughtfully engineered reform that seeks to balance academic rigor with student well-being.” He believes the biannual system reflects CBSE’s growing commitment to fostering a more holistic, student-centric learning environment — one that mitigates stress while promoting sustained engagement with the curriculum. “For far too long, our education system has operated on a high-pressure, one-chance model where a single examination determines a student’s academic standing,” remarked Ghosh.

 

This singular reliance on one exam cycle, he noted, often led to heightened anxiety, disproportionately affecting students who may have performed poorly due to stress, illness, or unforeseen circumstances. “By offering students a second opportunity,” he continued, “CBSE has introduced a mechanism that encourages students to see assessment as a process of growth rather than a judgment of their abilities. This is a transformative shift that aligns Indian education with globally recognized best practices.” Elaborating on the educational benefits of the new framework, Ghosh highlighted that the biannual examination model promotes continuous learning, as opposed to the traditional method that encouraged last-minute cramming. “With two structured opportunities to showcase their understanding, students will develop consistent study patterns rather than resorting to haphazard preparation strategies,” he explained. According to Amitava Ghosh, the biannual model is expected to foster a growth mindset, wherein students will perceive examinations as opportunities for reflection and self-improvement.

 

“Instead of fearing failure, students will have the chance to identify their strengths and address their weaknesses,” he observed. This, he noted, is a powerful tool for building resilience, critical thinking, and adaptability — essential skills for navigating the demands of higher education and professional life. Drawing from his experience as Past Chair, CII – Young Indians, Raipur Chapter, Ghosh underscored that the reform’s impact extends well beyond academics. “This system doesn’t merely create better exam scores — it nurtures invaluable life skills such as time management, strategic planning, and reflective thinking,” he asserted.

 

The opportunity for students to treat the first attempt as a performance benchmark, Ghosh added, will empower them to better understand their learning gaps. “By identifying their areas of improvement early on, students can engage in targeted preparation, ultimately enhancing conceptual clarity and academic growth,” he explained. However, Ghosh cautioned that the success of this initiative hinges significantly on how schools adapt their teaching strategies to accommodate the revised structure. He stressed that institutions must adopt a more structured and strategic pedagogical approach by integrating mock assessments, remedial support, and continuous feedback mechanisms into their academic framework.

 

“The role of educators will be pivotal,” Ghosh emphasized. “Teachers will need to receive specialized training to adjust their lesson plans for multiple assessment cycles. The integration of innovative learning strategies — such as mind maps, self-quizzing, and collaborative group discussions — will be critical in reinforcing retention and improving comprehension,” he added. Equally vital, Ghosh observed, is the role of parents in embracing this reform with a balanced perspective. “Parents must recognize that this shift is designed to empower their children, not to overwhelm them,” he noted. “Instead of perceiving this as added pressure, parents must encourage their children to approach this as an opportunity to improve and excel at their own pace.” While acknowledging the numerous benefits of the policy, Ghosh also highlighted potential logistical challenges.

 

“CBSE must ensure that evaluation systems are streamlined to deliver timely results after both attempts,” he cautioned. “Timely result declaration will be crucial to ensuring that students are not disadvantaged in terms of academic progression.” Despite the anticipated challenges, Ghosh maintained that the reform is a “progressive and visionary move” that holds the potential to reshape India’s educational landscape for the better. “This system reflects CBSE’s commitment to creating a student-centric, flexible, and competency-based framework that places learning outcomes at the forefront,” he concluded.