The gap between academic scores and actual skillsets among Indian students has been a matter of growing concern. A competency-based evaluation system, as proposed under the National Education Policy (NEP) 2020, is emerging as a viable solution to bridge this divide. However, transitioning from a score-centric to a skills-focused approach is easier said than done.
Statistics from the Annual Status of Education Report (ASER) named Beyond Basics paint a concerning picture of foundational learning in India. A significant portion of youth aged 14–18 struggle with basic academic tasks. For instance, 25% cannot fluently read a Standard II-level text in their regional language, and only 43.3% can solve simple division problems expected at the Standard III/IV level. These statistics underscore the urgency of adopting assessment methods that prioritise real-world competencies over rote learning. Here is a look at the findings.
Annual Status of Education Report (ASER): Beyond Basics
High scores, low skills: Why is this a challenge?
In the Indian education system, particularly under boards like CBSE, the phenomenon of “high score, low skills” has become a pressing challenge. The CBSE curriculum, while comprehensive, often emphasises rote learning and performance in examinations rather than practical application or critical thinking. As a result, many students secure exceptional marks but lack essential life skills, problem-solving abilities, and creative thinking. This mismatch is glaring in higher education and professional environments, where employers often find graduates unprepared for real-world challenges despite their impressive academic records. The rigid focus on scoring well in theoretical exams sidelines vital competencies like communication, collaboration, and adaptability, which are indispensable in a rapidly evolving global economy. Moreover, coaching culture and exam-centric teaching further exacerbate this issue. Students are trained to memorise and reproduce textbook content, leaving little room for curiosity or exploration beyond the syllabus. While CBSE has introduced measures like project-based learning and skill subjects, their implementation often remains superficial in many schools, especially in rural and semi-urban areas. This gap between theoretical knowledge and practical skills creates a generation of students who excel in exams but struggle in innovation-driven environments.
Inching towards competency-based assessment: A look at CBSE’s efforts so far
CBSE has initiated several measures aligned with NEP 2020 to shift towards competency-based assessments in order to bridge the gap between score and skills. Here is a look at few of them:
SAFAL (Structured Assessment for Analysing Learning): Launched in 2021 for Grades 3, 5, and 8, SAFAL evaluates foundational literacy, numeracy, and problem-solving abilities rather than memorisation.
Curriculum Revisions: CBSE has introduced case-based, source-based, and assertion-reasoning questions in Classes 10 and 12 board exams.
Teacher Training Initiatives: Programmes like NISHTHA train educators to design and implement competency-focused assessments.
Digital Resources: Platforms like the DIKSHA portal and CBSE Academic App offer e-content, question banks, and virtual simulations to support this transition.
Implementation challenges
While these efforts are commendable, several obstacles remain.
Teacher Readiness: Shifting from traditional rote-based teaching to competency-based learning presents challenges for many educators, particularly in rural areas. The National Achievement Survey (NAS) 2021 highlighted gaps in teacher training regarding modern pedagogical methods. While initiatives like NISHTHA aim to address this, the scale and depth of training often vary, with some teachers lacking practical experience in designing competency-based activities. Additionally, frequent teacher transfers in government schools disrupt the continuity of training. Teachers, especially those accustomed to traditional methods, may resist adopting new practices due to a lack of confidence in handling open-ended assessments or creating real-life application-based questions. This resistance is further compounded by the increased workload required for planning and evaluating competency-based assessments, making the transition to new methods a daunting task.
Digital Divide: The digital divide in rural schools exacerbates disparities in education, as many lack the technological infrastructure needed to implement platforms like DIKSHA or virtual labs, hindering the quality of assessments. Inadequate internet connectivity in remote areas further limits access to online resources, training modules, and interactive content essential for competency-based learning. Additionally, the scarcity of computer labs or smart classrooms in these schools, and the absence of basic devices like projectors or tablets, restricts the use of technology in assessments. Teachers in under-resourced areas often lack sufficient training in using digital tools effectively, making it difficult to integrate them into competency-based evaluations. This combination of infrastructure and training gaps creates significant barriers to the effective implementation of technology-driven education, particularly in rural regions.
Roadmap for competency-based assessment
The traditional education system, with its reliance on rote learning and memorization, often overlooks the development of higher-order thinking skills and real-world competencies. To address this, a shift towards competency-based assessments is essential. Incorporating real-life applications, such as evaluating knowledge through practical scenarios, can transform theoretical learning into actionable understanding. Open-ended questions can encourage critical thinking by requiring students to justify their reasoning. In science, experiential learning through hands-on experiments and practical assessments fosters deeper engagement and comprehension. Similarly, using case studies in social sciences allows students to analyze complex scenarios and propose solutions. For instance, a question on urban flooding in an Indian city could prompt students to suggest remedies while linking their responses to environmental conservation principles, promoting both analytical skills and sustainability awareness. These approaches not only prepare students to face real-world challenges but also move beyond mere mastery of theory, fostering a holistic educational experience. Here are some examples of questions that can be re-designed to help students build practical skills and competencies instead of solely focussing on theoretical knowledge and high grades.
