Deepak Dwivedi
NEW DELHI: Every year, millions of Indian families place their faith in public examination systems. Board examinations are not merely academic exercises; they shape admissions, careers and, in many cases, life trajectories. That is why the recent controversy surrounding the CBSE’s Class XII evaluation process deserves attention not merely as an administrative lapse but as a symptom of a deeper crisis in India’s education system.
The controversy began with complaints regarding the newly introduced On-Screen Marking (OSM) system, under which answer sheets were digitised and evaluated electronically. Students and parents raised concerns over unusually low marks, alleged mismatches in answer sheets, blurred scanned copies, technical glitches and difficulties in accessing re-evaluation services. The issue escalated to the point where the Education Ministry sought explanations, inquiries were initiated, and questions were raised regarding the implementation of the digital evaluation system.
The CBSE episode should serve as a wake-up call
What makes the episode particularly troubling is that it comes at a time when India is aggressively embracing technology in education. Digitisation undoubtedly offers advantages – speed, transparency and scalability. But technology is not a substitute for preparedness. When systems affecting millions of students are introduced without adequate testing, safeguards and accountability mechanisms, the consequences can be severe.The controversy also highlights a larger problem: the excessive dependence on high-stakes examinations. In India, a few marks can determine access to prestigious colleges, scholarships and career opportunities. Any perception of unfairness, therefore, generates anxiety far beyond the classroom. Trust is the foundation of any examination system, and once that trust is shaken, restoring it becomes very difficult.
Equally concerning were reports of portal failures, payment glitches and delays in the re-evaluation process that left students and parents confused and frustrated. Even if some of these problems resulted from cyberattacks or unprecedented demand, they certainly exposed weaknesses in the infrastructure supporting one of the country’s most important educational institutions.
The larger lesson extends beyond the CBSE. India’s education system is in the midst of a transition driven by digital technologies, the National Education Policy and changing skill requirements. Such transformation is, no doubt, necessary. However, reforms cannot be judged merely by ambitious announcements or technological adoption.
Their success ultimately depends on reliability, transparency and public confidence.The real issue is not whether technology should be used in examinations; it is whether these institutions are capable of implementing the technology responsibly. Students in the country should never become test subjects for inadequately prepared systems.
The CBSE episode should serve as a wake-up call. Educational reforms must place students at the centre rather than treat them as data points in large-scale experiments. In a country where education remains the principal pathway to social mobility, competence and credibility in examination systems are not administrative luxuries. They are national necessities.
