Central Board of Secondary Education
Abbreviation                       :CBSE
Formation                          :November 3, 1962 (50 years ago)
Type                                   :Governmental Board of Education
Headquarters                     :New Delhi, India
Location                             : PreetVihar , New Delhi 110092
Official languages              :Hindi&English
Chairman                           :Vineet Joshi
Parent organization           :Ministry of Human Resource Development


The CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human endeavour. The Board is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners. It works towards evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society. The Board advocates Continuous and Comprehensive Evaluation with an emphasis on holistic development of learners. The Board commits itself to providing a stress-free learning environment that will develop competent, confident and enterprising citizens who will promote harmony and peace.

The Academics Unit

The goal of the Academic, Training, Innovation and Research unit of Central Board of Secondary Education is to achieve academic excellence by conceptualising policies and their operational planning to ensure balanced academic activities in the schools affiliated to the Board. The Unit strives to provide Scheme of Studies, curriculum, academic guidelines, textual material, support material, enrichment activities and capacity building programmes. The unit functions according to the broader objectives set in the National Curriculum Framework-2005 and in consonance with various policies and acts passed by the Government of India from time to time.

Some major objectives of the Unit are:

a. To define appropriate approaches of academic activities to provide stress free, child centred and holistic education to all children without compromising on quality
b. To analyse and monitor the quality of academic activities by collecting the feedback from different stakeholders
c. To develop norms for implementation of various academic activities including quality issues; to control and coordinate the implementation of various academic and training programmes of the Board; to
organize academic activities and to supervise other agencies involved in the process
d. To adapt and innovate methods to achieve academic excellence in conformity with psychological, pedagogical and social principles.
e. To encourage schools to document the progress of students in a teacher and student friendly way
f. To propose plans to achieve quality benchmarks in school education consistent with the National goals
g. To organize various capacity building and empowerment programmes to update the professional competency of teachers

Major Activities and Objectives

 The Central Board of Secondary Education was set up to achieve certain interlinked objectives:

  •  To prescribe conditions of examinations and conduct public examination at the end of Class X and XII . To grant qualifying certificates to successful candidates of the affiliated schools.
  •  To fulfill the educational requirements of those students whose parents were employed in transferable jobs.
  •  To prescribe and update the course of instructions of examinations
  •  To affiliate institutions for the purpose of examination and raise the academic standards of the country.

The prime focus of the Board is on

  •  Innovations in teaching-learning methodologies by devising students friendly and students centered paradigms.
  •  Reforms in examinations and evaluation practices.
  •  Skill learning by adding job-oriented and job-linked inputs.

What is Continuous and Comprehensive Evaluation? (CCE)

  • It is a process to provide holistic profile of the learner through regular assessment of scholastic and co-scholastic domains of development.
  • This scheme aims at making evaluation an integral part of teaching- learning process.
  • The scheme focuses on all round development of personality of the learners.
  • The scheme also envisages improving on – going teaching, learning processes by diagnosing the learning gaps and offering corrective and enrichment input.
  • The CCE scheme brings about a paradigm shift from examination to effective pedagogy.

Features of CCE

  • The ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ aspect of evaluation.
  • Continual means assessment of students in the beginning of instruction (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using multiple techniques of evaluation.
  • Periodicity means assessment of performance done frequently at the end of unit/ term (summative)
  • The ‘comprehensive’ component of CCE takes care of assessment of all round development of the child’s personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil’s growth.
  • Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values.
  • Assessment in scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of a unit/term test. The causes of poor performance in some units are diagnosed using diagnostic tests. These are followed up with appropriate interventions followed by retesting.
  • Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and checklists.

Continuous and Comprehensive Evaluation in IX and X

The scheme of Continuous and Comprehensive Evaluation (CCE) for classes IX and X is to be followed in all schools affiliated with the Board (Secondary and Senior Secondary) for academic session 2011 on wards. Under the CCE, a candidate has to undergo assessments in Scholastic as well as Co-Scholastic Areas.

Salient features of the scheme are:

  • Each academic year has been divided into two terms :
  • Term I – April to September (Jan to June for winter closing schools)
  • Term II – October to March (July to December for winter closing schools)
  • All the students shall be required to undergo various School based assessments in Co-Scholastic Areas in Classes IX and X.
  • All the students shall also be required to undergo following assessments in Scholastic Areas
Class Term Assessments Remarks
IX I FA1, FA2 School based internal assessment
SA1 Question Papers and Marking Scheme supplied by the Board and evaluation carried out by the school
IX II FA3, FA4 School based internal assessment
SA2 Question Papers and Marking Scheme supplied by the Board and evaluation carried out by the school
X I FA1, FA2 School based internal assessment
SA1 Question Papers and Marking Scheme supplied by the Board and evaluation carried out by the school
X II FA3, FA4 School based internal assessment
SA2 The Candidate from different schools affiliated to the Board will be appearing in SA II as per the following approved schemes :

Scheme-1 : For those who do not wish to move out of the CBSE System after Class X

Question Papers and Marking Scheme supplied by the Board and evaluation carried out by the school.

Scheme-2 : For those who wish to move out of the CBSE System after Class X i.e. who wish to join institutions/ schools/ Junior Colleges affiliated to Boards other than the CBSE.

Question Papers and Marking Scheme prepared by the Board and evaluation carried out by the Board through External Examiners.

  • The syllabi for semester assessments viz SA1 and SA2 shall be based on Term-I and Term-II syllabus respectively for each class.
  • The syllabus for SA2 in Class X will be based on Term-II syllabus only. Both the schemes will have same type of Question Papers in terms of design, blue print and difficulty level as per Board’s Sample Questions to be made available later on.
  • There shall be equivalence between both the schemes.
  • At the end of Class X, all candidates (irrespective of the type of scheme) shall be issued the same ‘Grade Sheet Cum Certificate of Performance’ prepared, printed and signed by the Board.
  • The Board will collect Marks/ Grades from all the schools for classes IX and X for assessments of all Scholastic as well as Co-Scholastic Areas for which arrangements are being made.

The CCE or Continuous and Comprehensive Evaluation scheme refers to a school-based evaluation of students that covers all the aspects of a student’s development. Continuous means regular assessments, frequency of unit testing, analysis of learning gaps, applying corrective measures, retesting and giving feedback to teachers and students for their self-evaluation, etc. Comprehensive on the other hand attempts to cover both the scholastic and the co-scholastic aspects of a student’s growth and development — with both these aspects of the evaluation process being assessed through Formative and Summative Assessments.

CBSE Grading System


  1. All students have been awarded grades, not marks
  2. The practice of declaring Compartment/Fail has been discontinued
  3. The result of candidates is now declared in two cate¬gories: Eligible for qualifying certificate (QUAL) and Eligible for improvement of performance (EIOP)
  4. All candidates, even if they have failed in all subjects will now have five chances to improve their performance without having to repeat a year.


With Board exams being made optional from the academic year 2010-11, a new system of evaluation – Continuous and Comprehensive Evaluation (CCE) – based on grades has been approved. It comprises formative and summative assessment of the student to be done over two terms – first and second -during the year-long academic calendar.

Summative Assessment: Based on the term-end examination

  1. There will be two evaluations each in the first and second terms.
  2. The first term-end exam will carry 20 marks.
  3. The second term-end exam will carry 40 marks.

Formative Assessment: To evaluate and grade class work, homework, assignment and project work

  1. There will be one term-end exam for each term.
  2. Each evaluation will carry 10 marks apiece.


Students of class IX and X will be evaluated on a 9-point grading system. Each grade, given on the basis of both formative and summative assessments, will correspond to a range of marks as indicated below :

91-100 A1 10.0
81 -90 A2 9.0
71 -80 B1 8.0
61-70 B2 7.0
51 -60 C1 6.0
41 -50 C2 5.0
33-40 D 4.0
21-32 E1
00-20 E2

Points to Remember :

(i) Assessment of theory/practical papers in external subjects shall be in numerical scores.In addition to numerical scores, the Board shall indicate grades in the marks sheets issued to the candidates in case of subjects of external examinations. In case of internal assessment subjects, only grades shall be shown.

(ii) Subjects of internal examination in Class X the assessment shall be made on a five point scale I.e. A,B,C,D& E.

(iii) The grades shall be derived from scores in case of subjects of external examination. In case of subjects of internal assessment, they shall be awarded by the schools.

(iv) The qualifying marks in each subject of external examination shall be 33% . However at Senior School Certificate Examination in a subject involving practical work, a candidate must obtain 33% marks in the theory and 33% marks in the practical separately in addition to 33% marks in aggregate, in order to qualify in that subject.

Important :

(a) In case of a tie, all the students getting the same score, will get the same grade. If the number of students at a score point need to be divided into two segments, the smaller segment will go with the larger.

(b) Method of grading will be used in subjects where the number of candidates who have passed is more than 500.

(c) In respect of subjects where total number of candidates passing in a subject is less than 500, the grading would be adopted on the pattern of grading and distribution in other similar subjects.

CBSE CCE System in Middle Classes VI, VII and VIII

The Board has already recommended that the students should not carry school bags and there should be no homework up to Classes I & II. It has also recommended that a two year profile of the students be maintained for students of Classes I & II and the three year profile be maintained for Classes III-V.

The assessment will cover both scholastic and co-scholastic aspects and will be carried out in schools over the two terms, Term 1 and Term 2 by means of formative and summative assessments using a variety of tests and assignments. For purpose of teaching and assessment, the syllabus for different subjects may be bifurcated for the two terms.

There will be four Formative Assessments each of with a weighting of 10% each. There are two Summative Assessments (SA1 and SA2) with a weighting of 30% each.

  • First Term : FA1(10%) + FA2 (10%) + SA1 (30%) = 50%
  • Second Term : FA3 (10%) + FA4(10%) + SA2 (30%) = 50%

Formative Assessment can be carried through using multiple modes of assessment such as assignments, quizzes, debates, Group discussions, Projects and only one pen and paper test. It may be clearly communicated to all teachers teaching various subjects that all Projects and assignments must be done as group activities within the class and school time only. Each subject must have only one paper pencil test under Formative Assessment. The other modes of assessment must be part of classroom interactive activities.

The Summative Assessment is a written, end of the term examination which may consist of objective type, short answer and long answer questions.

For making evaluation comprehensive, both scholastic and co-scholastic aspects should be given importance. Co-scholastic areas will consist of Life-Skills, Attitudes and Values, Co-scholastic Activities and Health and Physical Education.


(Problem Solving Assessment)

This batch of class X will not be taking Assessing, Speaking and Listening Skills (ASL) or Problem Solving Assessment (PSA), which is only applicable from Class IX of this session (2012-2013). More details will be provided soon.

This batch of class XII will not be taking Assessing Speaking and Listening Skills (ASL) or Problem Solving Assessment (PSA), which is only applicable from Class XI of this session (2012-2013).

It is a widely acknowledged fact that research and analytical skills, ability to apply basic concepts of different subjects, solve application based problems in Mathematics and Science, comprehend and analyse written text and effective communication are the skills which ensure success in Higher Studies and Professional areas. These dimensions of 21st Century life skills will greatly assist learners in acquiring higher order thinking skills such as Problem Solving and Decision Making.

The Central Board of Secondary Education (CBSE) is planning to initiate “Problem Solving Assessment” (CBSE- PSA) for students of Classes IX and XI from the second term of session 2012-13.

The board has decided to replace one of the four formative assessments (FA) with a problem solving assessment (PSA) for Classes IX and XI. The first test will be conducted on January-February 2013 for Class IX. The test will involve questions to test a student’s problem-solving ability.

The PSA is not a new test but it will replace the already existing pen-paper test in the FA. The only difference will be that PSA will be conducted by the Board in the respective schools and the evaluation will be done by the Board. The exam will be conducted on the same day and the question paper will be provided by the Board. This 90-minute test will have nothing from the textbooks. It will comprise of questions from mathematics and an English passage from old essays or contemporary fiction.

The new criterion will fit into the third and fourth formative assessments. The fourth assessment includes multiple choice questions, projects and unit tests. All these will be replaced by a PSA that tests a student’s knowledge on co-scholastic situations.


Guidelines Mission Statement

Circular Mission Statement



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