In a significant move aimed at reducing academic pressure and promoting flexibility in school assessments, the Central Board of Secondary Education (CBSE) has officially announced that starting from the academic year 2025-26, Class 10 students will have the option to appear for board exams twice a year; Main or 1st examinations will begin from Mid-February and second examination in May. This initiative is aligned with the recommendations of the National Education Policy (NEP) 2020, and will take effect from the 2026 Class 10 batch.
This dual-exam system in India’s school education assessment structure aims to gradually shift the focus from rote learning and coaching culture to competency-based learning and holistic development.
The move is rooted in Paragraphs 4.37 and 4.38 of the National Education Policy 2020. These clauses emphasize the need to eliminate the “high-stakes” nature of board examinations. Para 4.37 explicitly suggests that all students be allowed to take board exams up to two times in a school year, once as a regular attempt and once as an improvement opportunity.
Para 4.38 further elaborates on transforming board examinations by testing core competencies rather than rote memorisation. It suggests flexibility, student choice, and best-of-two attempts as central elements of assessment reform. It also proposes modular exams taken immediately after course completion to distribute exam stress throughout the academic year.
The Central Board of Secondary Education (CBSE), in its notification dated June 25, 2025, detailed the rollout of a new two-board-examination model for Class 10 students starting from the academic session 2025-26.
One of the core features of this new model is that students who choose to appear in both board exams will be allowed to retain the better of the two scores. This higher score will be recorded in their final mark sheet, giving students a chance to improve their performance within the same academic year. Importantly, the second examination will be optional. Students who are satisfied with their performance in the first exam need not appear for the second. It is mainly designed as an opportunity for improvement or to give another chance to those who underperform or fail in their initial attempt.
To ensure fairness and eliminate disadvantages, CBSE has clarified that if a student appears in only one exam and opts out of the second, the result of that single exam will be treated as final. For those who fail or are unsatisfied with their first performance, the second exam offers an immediate alternative without requiring them to lose a full academic year. Both examinations will be conducted based on the same syllabus and curriculum, in line with the National Curriculum Framework for School Education (NCF-SE) 2023. This ensures consistency and equal opportunity across both attempts.
The new two-exam system serves several important objectives. Foremost among them is the reduction of examination-related stress. The pressure of a single board exam often causes anxiety and fear among students. By allowing a second attempt in the same academic year, the system distributes this pressure and helps students focus better.
This reform also aims to support students who learn at a slower pace or perform at an average level. In the traditional single-exam system, such students often fail to pass and must wait a whole year to try again. The new two-exam model offers them a second opportunity within the same academic session, helping reduce learning gaps and easing the emotional burden of failure.
Moreover, this system brings India’s school education in line with global assessment practices that prefer semester-based or modular evaluations instead of one-time, comprehensive exams. These models are known to promote deeper learning and better subject understanding. The new approach also aims to lessen students’ reliance on private coaching centers. With multiple chances to improve and a focus on assessing true comprehension, the influence of rote-learning and exam-cramming methods is expected to decline.
In keeping with the NCF-SE 2023, CBSE is working on revamping its question paper design and assessment methods. The board will focus on framing questions that test core concepts and learning outcomes rather than encouraging memorization of textbook content. Assessments will be designed to measure critical thinking, problem-solving abilities, and the application of knowledge in real-life contexts.
Both board exam sessions will follow the same syllabus, format, and level of difficulty to ensure fairness. In addition, CBSE plans to introduce specific guidelines to help schools align their internal assessment systems with the new structure. This includes conducting training programs for teachers, modifying school academic calendars, and ensuring that the necessary teaching and learning resources are in place.
To ensure smooth implementation of this major reform, CBSE will provide comprehensive support to all stakeholders, including schools, students, parents, and teachers. The board has announced that it will initiate pilot programs and establish feedback mechanisms to track the progress and make improvements if necessary.
Orientation sessions and training workshops for school principals, teachers, and examination coordinators will be organized to explain the new system in detail. CBSE also plans to release sample papers for both exam sessions, allowing students and educators to familiarize themselves with the format and prepare accordingly.
CBSE’s communication has reaffirmed that this reform is student-centric and focused on nurturing learners rather than burdening them. The board emphasized that “choice and flexibility” are at the heart of this initiative, and the ultimate goal is to make examinations fairer, more inclusive, and more reflective of actual understanding and progress. By introducing this model, CBSE joins the league of progressive education boards worldwide that consider exams as tools for supporting student development, not as rigid judgment mechanisms.
The board also hinted that this is only the beginning. More such reforms are expected in the future, especially for higher secondary classes. The two-exam model is seen as a foundational step in transforming the Indian school examination system into a more flexible, competency-based, and student-friendly framework.
The decision by CBSE to introduce a biannual board examination system for Class 10 represents a significant milestone in India’s journey of educational reform. This change holds the potential to redefine how learning and evaluation are approached in schools. Although there may be challenges in terms of logistics, acceptance, and execution in the initial phase, the broader intent to reduce stress, increase flexibility, and improve learning outcomes is both timely and necessary. As India moves toward a more modern and inclusive education system, such bold reforms will play a vital role in shaping a future that is more supportive, equitable, and learner-centered.
