The Central Board of Secondary Education (CBSE) has declared a significant alteration in its evaluation approach, announcing that students writing the Board's examinations will not receive any overall division, distinction, or aggregate. This move comes as a response to multiple requests seeking information on the criteria for calculating students' percentages.
In an official press release addressing these queries, the CBSE referred to sub-section 40.1 (iii) of Chapter 7 of the Examination Bye-Laws, emphasizing that no overall division or distinction would be awarded. Additionally, the Board clarified its stance on candidates offering more than five subjects, stating that determining the best five subjects would be at the discretion of the admitting institution or employer.
Moreover, the CBSE highlighted that it does not engage in the calculation, declaration, or notification of percentage marks. Instead, it stated that the responsibility lies with the admitting institution or employer, especially when needed for higher education or employment purposes.
This new grading system introduces a change in the traditional approach to result evaluation in the CBSE Board examinations, paving the way for a different method in assessing students' academic performance. The absence of an overall division or aggregate marks signifies a shift toward a more holistic evaluation criterion, providing both challenges and opportunities for students seeking further education or employment after their Board exams.
The decision not to award an overall division or distinction aims to ensure fairness and allow greater autonomy for institutions or employers to assess students based on their best-performing subjects. This step also aligns with the changing educational landscape and the evolving requirements for evaluating academic achievements beyond the conventional percentage-based grading system.
With the onus now on admitting institutions or employers to determine the best five subjects and calculate percentage marks, students and educators are set to adapt to this paradigm shift in the evaluation process of CBSE Board examinations. This decision might bring about a new perspective on assessing students' academic performance and could influence future evaluation methods in the education sector.
