Holding the Central Board of Secondary Education (CBSE) board exams twice a year could lead to students spending their entire academic year preparing for tests, according to Anil Kumar, principal of Delhi Public School (DPS), RK Puram. He expressed concern that this approach might increase, not decrease, student stress.
Board Exam Reforms Raise Concerns
Kumar stated that an “overly experimental” approach to assessments without considering feasibility is problematic. He believes students may end up focusing on assessments rather than genuine learning if subjected to repeated board exams and multiple entrance tests. This could detract from crucial aspects of school education like socialization and experiential learning.
The principal suggested that alternative models, such as the National Institute of Open Schooling’s (NIOS) on-demand examination system, could offer more flexibility. This system allows students to take exams when they feel prepared, reducing stress and giving learners more control. Similar flexible testing systems are used globally for exams like the SAT, GRE, GMAT, and TOEFL.
Kumar questioned the purpose of a system that consumes a significant portion of a student’s 12,000 school hours on repeated testing. He suggested that existing flexible and learner-centric assessment models could be adopted more thoughtfully to reduce stress and promote learning.
AI’s Dual Role in Education
Regarding Artificial Intelligence (AI), Kumar acknowledged its potential for accelerating progress but also highlighted significant risks. AI can complete tasks quickly and compress discovery spans. However, he warned that over-reliance on AI can dull cognitive effort. Instant AI-generated responses can reduce the need for independent thinking.
This dependence can lead to a passive mental state. Kumar fears that while advanced thinkers might use AI to push boundaries, average cognitive engagement could decline, widening intelligence gaps. He emphasized that AI should remain a tool, not a substitute for human thought.
DPS RK Puram has developed a structured AI curriculum in partnership with Google and VVDN. At an introductory level, students learn to use AI tools like OpenAI-based systems and Google’s Gemini. The focus is on using these tools for creativity, problem-solving, software development, and designing solutions for real-world challenges.
The curriculum aims to empower students to move beyond technology consumption towards purposeful innovation, creating outcomes that benefit the school, neighborhood, or wider society.
Curriculum Choices and Assessment Evolution
Kumar addressed the confusion parents face with multiple curriculum options. He stated there is no absolute hierarchy among curricula. Learning principles are universal. Differences lie in how knowledge is delivered, understood, and applied.
He noted that the National Education Policy (NEP) and the National Curriculum Framework are guiding CBSE towards competency-based learning. This shift is crucial to move beyond rote memorization towards application, inquiry, and critical thinking. In a globalized, technology-driven world, distinctions between curricula have narrowed.
However, Kumar stressed that no single curriculum suits every child. Each learner has unique abilities, aspirations, and needs. He advised against assessing all children by one standard or declaring any curriculum universally superior. Schools need to remain flexible and responsive.
The CBSE has made progress in assessment reforms, moving towards competency-based frameworks. The original plan was for nearly 50% of exam papers to assess competencies by 2024-25. The COVID-19 pandemic caused a delay of two to three years, but the reform direction remains clear.
Kumar clarified that rote learning is not entirely negative. Foundational learning, such as alphabet recognition, requires memorization. The key is balance. Students need a core of factual understanding alongside guidance towards application and critical thinking. Assessment reform aims to move beyond memorization, encouraging interpretation and questioning.
Urgent Reforms Needed
Kumar believes the school education system requires a comprehensive overhaul. Learning must allow freedom of inquiry and independent thought. Curiosity is essential for education to be more than mechanical.
Teacher development is also a critical reform. Educators who remain learners themselves can foster natural learning in students. This quiet shift can be transformative.
A significant challenge in India is the disconnect between school education and high-stakes competitive entrance exams like JEE, NEET, CUET, and CLAT. Kumar suggested a critical reassessment of the relevance of board examinations if entrance tests largely determine academic futures.
The current system creates immense pressure on students and parents. This raises questions about the true purpose of education. Meaningful reform is difficult until schooling, assessment, and higher education are aligned. The NEP has initiated this conversation, but systemic change will take time.
The school offers merit-based scholarships. Students from Economically Weaker Sections also receive free education under the Right to Education Act. Financial constraints should not prevent deserving students from accessing quality education.