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CBSE Boards in two parts to address online learning gaps – Times of India

In a primary-of-its-form transfer, the CBSE has bifurcated the evaluation standards of class X, XII boards and divided them into two parts in the present tutorial session. Academics declare the pandemic and prolonged college closures exacerbated the deep-rooted instructional inequalities like pupil’s differential entry to expertise and talent to study in distant environments. It could have prompted the CBSE to reinvent its examination scheme. The step can also be being seen as a proper initiation into NEP-2020, whereby the board exams have been redesigned to analyse the holistic growth of college students and take a look at their ‘core competencies.

The Policy mandates that Term 1 will comprise MCQ sort goal questions (of 90 marks) whereas Term II can have solely subjective sort questions (of 120 marks). There will likely be no overlapping of syllabus and the ultimate marks will likely be primarily based on college students’ efficiency in each these exams, for which equal weightage will likely be given to each besides in case of college closures for which weightage will likely be diminished.

Distribution of syllabus in two parts


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“The assessment policy was prepared keeping in mind the ongoing pandemic for which the Board would not have to ask the schools to prepare the various documents, details and data in firefighting mode. It was decided to conduct the exam in two parts, so that at least one examination data would be with the CBSE, basis which the results can be declared in unforeseen situations. Since many students are not able to focus on their studies during the pandemic, the two-part exams will also get them to be more serious about their academics. Having said that, online classes is perhaps not the perfect mode of knowledge assimilation, and to overburden the students with the entire syllabus, would mean subjecting them to undue stress,” says Sanyam Bharadwaj, controller of Examinations, whereas speaking to
Education Times.

To relieve their tutorial burden, the Board has determined to rationalise the syllabus and divide it into two parts, following which subjects is not going to be repeated in each the exams, however keep continuity and a logical development.

On the target and subjective query patterns of the two exams that can take a look at the essential pondering of the scholars, Bharadwaj factors out that efforts are on to give the identical weightage to each, both by means of marks or the quantity of questions. “All kinds of permutations and combinations are being worked out, for which the weightage will also depend on the prevailing pandemic situation as the exam approaches to avoid adhoc arrangements like in the Boards 2020-2021 session,” Bharadwaj says.

Since the query papers for each Term 1 and Term II exams will likely be supplied by the Board, the pattern query papers will likely be uploaded by the Academic division of the CBSE after mid-July any day on its web site, to assist lecturers information the scholars with the query patterns.

Flexible measures

On why the Board has determined to grant flexibility to colleges for the Term 1 examination scheduled to be held in November-December with a window interval of 4-8 weeks, Bharadwaj causes that the choice has been taken holding in view that it’s mid-time period examination and colleges will not be ready to full the syllabus by then; moreover, states could not allow early reopening of colleges. By the time the Term II exams are carried out in March-April, it’s presumed that the nation will likely be comparatively secure as the federal government is making efforts to full the vaccination course of by December, he says.

Net connectivity wanted

The college students’ responses for each the exams will likely be captured on OMR sheets, which after scanning will likely be instantly uploaded on the CBSE portal or uploaded by the college on the exact same day. “This requires internet connectivity for which the schools are well equipped as they are already uploading students’ registration details and the internal assessment marks for the Boards,” Bhardwaj explains.

Online not an possibility

As to whether or not online exams will likely be a possible possibility in this pandemic-hit session alongside the strains of JEE, Bharadwaj elaborates the system can work for only some colleges and college students, and never when there are round 24-25 lakh college students showing for sophistication X Boards and practically 14-15 lakh college students for sophistication XII Boards. “There is no system by which we can conduct the exams online and that too in one day. Even the subjects are so much more varying between 5-7, which will rule out that possibility for all candidates across the board.”

Will cut back tutorial load

Talking in regards to the Board’s new evaluation plan, Shubhangi More, principal, KLE School, Dharwad, says, “Learning will be more effective if we break the Board examination into shorter chunks and assess accordingly. Apart from mitigating student’s anxiety and stress, altering the syllabus and assessments will help in desirable learning outcomes with better knowledge assimilation and learning.”

Alka Kapur, principal, Modern Public School, Shalimar Bagh, New Delhi, agrees. “The syllabus for the academic session will be divided into two terms by following a systematic approach with approximately 50% in each term. This division will help in better conceptual learning and benefit the students in their competitive exams as well. It will address the needs of those students who do not have the proper resources to learn effectively on the virtual platform, while taking the pressure off students to learn an entire book at the year’s end.”

Competency-based examination

Commenting on Term II, and the Board’s determination to have subjective query paper in totally different codecs, More believes the query paper could embody questions of totally different codecs to take a look at essential pondering expertise, Higher Order Thinking Skills (HOTS), utility-primarily based information. Such questions will help in analysing pupil’s competencies relatively than assessing info.”

On the entire, Covid-19, she says, has helped us to perceive particular person pupil’s want relatively than combination want. “It gave us the opportunity to look at diversity, equity and inclusion in our assessment activities. I hope that remains as a trend and stays as a part of our assessment culture,” More provides.

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