Speaking to the Education Times, CBSE (Academics) Director Joseph Emanuel said, “Both thematic and objective questions serve two different purposes. For example, a child’s level of learning can be measured through a combination of MCQ type questions with a combination of comprehension, analysis, and interpretation. ”
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“However, MCQ does not determine a student’s writing skills and comprehension skills for which descriptive or thematic questions are more appropriate. However, descriptive tests should be evaluated manually by teachers which is a time consuming process.” To help students deal with class disruptions due to the Kovid-1 pandemic epidemic, the government decided to test the CBSE board on two conditions. The board announced that the examination would be divided into two parts based on a two-part syllabus for classes 9-12.
“The MCQ type saves a lot of assessment time, so this pattern is being followed in mid-term exams. This will allow teachers to spend more time taking classes. The use of technology for assessments has been introduced on a pilot basis. It will depend on the views of stakeholders, including parents, teachers and students. ”
The main purpose of this test is to test the analytical abilities of children, but the purpose is to help students. “We did not put a negative mark on helping students living in severely affected areas of Kovid, where the curriculum did not end. The aim is to help rural students who face power outages and limited internet access,” said Emanuel.
This is the first time case-based MCQ questions have been introduced in the exam. “The aim is to understand students’ ability to apply the concept in a real-life scenario that directly aligns with NEP 2020. Case-based questions to analyze and evaluate students’ multiple skill sets and applied abilities. This pattern has made children more serious about learning. ”
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