NCERT Proposes Major Overhaul: Including Marks from Classes 9 to 11 in Class 12 Board Results

In a significant move, the National Council of Educational Research and Training (NCERT) has recommended a new approach to the evaluation system for Class 12 board exams in India. The proposal suggests that marks from Classes 9 to 11 should be integrated into the final Class 12 board results, a change that could fundamentally alter the academic assessment landscape in the country.

The recommendation, if implemented, would represent a major shift in how students’ academic performance is measured over their secondary education years. Currently, Class 12 board exams hold the utmost importance in determining students’ futures, particularly in higher education admissions. However, this new proposal by NCERT aims to distribute the weightage across multiple years, potentially reducing the high-stakes pressure associated with the final year of schooling.

NCERT’s proposal is rooted in the belief that continuous assessment over multiple years offers a more comprehensive view of a student’s abilities and learning progression. By considering academic performance from Classes 9, 10, and 11, the new system would encourage students to focus on consistent learning and understanding, rather than last-minute cramming for a single set of exams.

Critics of the current system argue that the overwhelming emphasis on Class 12 board results often leads to undue stress and anxiety among students. The proposed change could help alleviate this pressure by emphasizing long-term academic engagement rather than short-term performance. Proponents believe that this could foster a healthier learning environment, where students are motivated to understand concepts deeply rather than merely preparing for exams.

However, the proposal has also sparked debate among educators, parents, and students. Some worry that including marks from earlier years could disadvantage students who take time to adapt to the academic rigors of secondary education. There are concerns that the variability in teaching quality and assessment standards across schools could result in inconsistencies in the marks from Classes 9 to 11, potentially leading to unfair outcomes in the final board results.

In response to these concerns, NCERT has suggested that standardization mechanisms could be introduced to ensure consistency in evaluation across schools. This might include common examinations or guidelines to be followed by all schools during internal assessments. The goal is to create a balanced system that accurately reflects a student’s overall academic journey, without disproportionately impacting those who may have had a slower start in their early years.

Another aspect of the proposal that has garnered attention is its potential impact on the overall education system in India. If adopted, schools may need to rethink their curriculum and assessment strategies to align with this new evaluation framework. Teachers might have to focus more on formative assessments and continuous feedback, rather than solely preparing students for end-of-year exams.

The recommendation also raises questions about the future of competitive entrance exams, which currently rely heavily on Class 12 board results. If marks from earlier years are included in the final evaluation, there could be implications for how students are ranked and selected for higher education opportunities. It remains to be seen how institutions like the Indian Institutes of Technology (IITs) and medical colleges might adapt their admission processes to accommodate these changes.

As the debate continues, the proposal has ignited discussions on how best to reform India’s education system to better serve students’ needs. While the idea of integrating marks from multiple years has its supporters, it also faces challenges in terms of implementation and fairness. NCERT’s recommendation will likely undergo further scrutiny and revision before any final decision is made.

The proposed changes underscore a broader shift towards a more holistic approach to education, where continuous learning and consistent effort are valued over single high-stakes assessments. As stakeholders from various sectors weigh in on the potential benefits and drawbacks, the future of academic evaluation in India could be on the cusp of a transformative change.