CBSE biannual exam move: Some UAE students say they will be under pressure twice
Image Credit: Gulf News
Dubai: Students of Indian schools in the UAE offering the Central Board of Secondary Education (CBSE) curriculum have reacted with mixed emotions to the impending move to conduct board exams twice a year from the next academic year.
The Indian Ministry of Education recently made an announcement about the biannual exam schedule in line with the recommendations of National Education Policy (NEP) 2020 with the main objective of reducing study pressure on students.
As CBSE school principals in the UAE awaited the go-ahead for the implementation of the new system, they spoke to Gulf News yesterday answering key questions about the schedule and modalities of the board exams, besides the stipulations on the two-language and other subject requirements.
Under pressure twice
Pravda Saaj Praveen, a Grade 11 student at Gems Our Own Indian School Dubai, pursuing mass media and marketing as main subjects, said: “I don’t think two board exams will reduce the stress. I will be under pressure for both the exams and if the first exam results come out bad, then I will be even more stressed for the second one.”
She said more clarity is needed regarding the requirement of an additional Indian language. “If it starts next year, will I have to study an Indian language when I am in Grade 12? I struggled for many years to study Hindi until Grade 10. I really don’t want to take it up again as it is a very tough subject for me.”
However, she said the option to choose subjects from different groups will be helpful. “Our school offers options to choose mixed stream. Many students find it helpful to mix a lighter subject with heavier subjects like Science and Maths.”
Eager to experience new system
Devansh Gupta, a Grade 11 student at the Indian High School in Dubai, said, “This year, I wrote my Grade 10 board exam. This exam followed the previous system, where there was a single board exam at the end of the year. As a result, the school prepared us on a similar pattern. However, this took quite a toll on all the students, especially in the beginning, because we weren’t prepared for such a vast portion. On the other hand, preparing for the board exam taught me how to organise my studies as well as learn how to track my progress, ultimately preparing me for the biggest academic leap of my life, which was entering Grade 11.”
He said, “The system of two board exams is quite interesting because, while we may only have half the portion in each exam, which may prove to be less stressful for students, the pressure of board exams is now going to be experienced twice. This system would be better for students because we would have the benefit of not studying the entire syllabus in one go. It sure will have a great impact on the manner in which students study. Overall, I am eager to experience this new system for my 12th board exams.”
Learning from COVID-19 experience
Arjun Satish, another student from the school, said, “Bi-annual exams are probably the best approach to go forward, especially for me. I had experienced it during COVID-19 when the syllabus was rationalised. It also gave me the time to focus on the current portions and then once that was done, I could shift my focus better on the rest, instead of reading the first-term syllabus again and again.”
He said, “The move took away a great amount of stress, especially while appearing in public examinations, and allowed me to prepare for the next exams in a more relaxed manner. I am all for bi-annual exams.”
More ‘ME’ time
Ann Mary Joseph, a Grade 9 student in the same school, said, “The new board exam pattern and curriculum update have stirred a lot of debate in the education community. I will be writing the board exam next year, and feel that the new pattern will be a worthy and welcome change. The bi-annual exams will be of immense help as we can take our time through the portion and ensure a strong base in terms of conceptual understanding of the topics.”
She said, “The new change caters to learners of all abilities, and also preserves student interest in the content, as long and heavy portions may leave students feeling demotivated and losing interest in the material they are studying. I also feel that I would be able to continue more of my extracurricular activities which now deeply define my high school experience, due to more time and a more flexible, student-first, and learning-centric approach. The new board exam pattern will give me more ME time.”
A paradigm shift
Dyuthi Vasupal, a Grade 11 student at GEMS Our Own English High School – Sharjah, Girls, said,
“The transition from the existing board exams, which rely on months of coaching and memorisation, to a system that provides students the time and preparation needed to ace the exams would assess students’ genuine comprehension and achievement of competencies. This new approach would also ensure that teachers’ stress and urgency to ‘cover’ portions are reduced. The new paradigm would be extremely useful to students in terms of mental health, stress and academic success.”
“The new changes proposed by NCF would provide students with more opportunities to demonstrate their learning. The focus on competency-based assessment would help students like me to understand the concepts from different perspectives, therefore enhancing subject knowledge required for their career,” she added.
New confidence to ace exams
Dyuthi’s classmate Vaisuruthi M Radha, said, “This new change would ensure students have enough time, opportunity and confidence to perform their best in the board exam. Conducting exams twice a year would enhance the probability of attaining a perfect score.
She said, “Mandating the study of two languages in Class 11 and Class 12, with at least one language being an Indian language, would give us the opportunity to expand our literary knowledge, and strengthen our college applications. This would drastically change students’ stereotypical perception of the board exams by reducing their stress, pressure and fear. In short, the flexibility provided by CBSE would boost students with a fresh and a confident mindset required to ace their exams.”
Better strategising, time management
Another student from Grade 12, Sarah Mariam Sunil, said, “Divided portions would help reduce the anxieties associated with a student’s performance relying solely on one exam. I am confident it would help shift learning to a more competency-focused approach and improve overall wellbeing and performance.”
She said, “This shift might also help students to improve their strategising and time management by redirecting their focus from rote learning and last-minute cramming to regular revision and better critical thinking skills. This in turn could help prepare students for competency-based exams like JEE and NEET.”
Flexibility in schedules
Her classmate Arshia Mishra said, “This would provide students more flexibility in their schedules and enable them to participate in extracurricular activities that advance their knowledge in many fields. It would in turn help them discover their areas of interest to pursue a career.”
According to her, “The two-part syllabus for the year would undoubtedly relieve some of the pressure on pupils and improve their general wellbeing. As a result, rote learning would be discouraged, and greater focus could be placed on comprehension and understanding of fundamental concepts. Future vocational courses would have a strong foundation thanks to the competency-based test questions.”
According to her, “The two-part syllabus for the year would undoubtedly relieve some of the pressure on pupils and improve their general wellbeing. As a result, rote learning would be discouraged, and greater focus could be placed on comprehension and understanding of fundamental concepts. Future vocational courses would have a strong foundation thanks to the competency-based test questions.”
‘Best score’ holds appeal
Simran Kaur Arora, a Grade 9 student of The Indian International School DSO Campus, said, “The prospect of facing two board exams initially feels quite daunting. However, upon closer reflection, the option of retaining the ‘best score’ holds a certain appeal.”
She said, “It provides a second chance to showcase my abilities and reach even greater heights. This opportunity motivates me to strive for excellence in both attempts.”
Potential drawback
Her classmate Shivtheerth Sharin said, “While this approach undoubtedly encourages students to give their absolute best in their second attempt, it also carries a potential drawback.”
“Some students may not fully commit to performing at their best during their initial attempt, possibly taking the first half of the year too lightly,” he added.
“Some students may not fully commit to performing at their best during their initial attempt, possibly taking the first half of the year too lightly,” he added.
