{"id":42968,"date":"2026-05-26T07:48:21","date_gmt":"2026-05-26T07:48:21","guid":{"rendered":"https:\/\/insider18.com\/?p=42968"},"modified":"2026-05-26T07:57:47","modified_gmt":"2026-05-26T07:57:47","slug":"why-are-a-growing-number-of-uae-students-opting-for-cbse-mark-re-evaluation","status":"publish","type":"post","link":"https:\/\/insider18.com\/index.php\/2026\/05\/26\/why-are-a-growing-number-of-uae-students-opting-for-cbse-mark-re-evaluation\/","title":{"rendered":"Why are a growing number of UAE students opting for CBSE mark re-evaluation?"},"content":{"rendered":"\t\t
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In the current academic cycle, a noticeable rise has been observed in the number of UAE-based students enrolled in the Central Board of Secondary Education (CBSE) system who are submitting requests for re-evaluation of their examination scores. Educational institutions and school administrators in the region have pointed to a combination of evolving assessment patterns, changes in marking methodologies, and increasing academic competition as key reasons behind this development.<\/p>

According to school authorities, several interconnected factors appear to be influencing this trend. One of the most frequently cited reasons is the introduction and expansion of On-Screen Marking (OSM), a digital evaluation system used by CBSE to assess answer scripts. While this system is designed to improve efficiency, consistency, and transparency in marking, some educators believe that students and parents are still adjusting to its functioning and outcomes. As a result, there is a perception among a section of candidates that their responses may not always be assessed in line with expectations, prompting them to request a second review of their scores.<\/p>

Another contributing factor highlighted by educators is the increasing emphasis on competency-based questions in recent CBSE examinations. Unlike traditional rote-learning questions, competency-based items are designed to evaluate analytical thinking, conceptual clarity, and application-based understanding. While this shift aligns with broader educational reforms aimed at improving critical thinking skills, it has also introduced a level of unpredictability in student performance outcomes. Some students, who may have previously performed well under conventional examination formats, are reportedly finding these new question styles more challenging. This has, in turn, led to situations where students feel their marks do not accurately reflect their preparation or understanding, motivating them to apply for re-evaluation.<\/p>

In addition to structural changes in the examination pattern, academic pressure has also emerged as a significant factor influencing student behaviour. Competition for admission into higher education institutions, particularly for professional courses such as medicine, engineering, business, and other highly sought-after disciplines, remains intense. Even a slight variation in marks can have a substantial impact on admission prospects, scholarship opportunities, and overall academic pathways. As a result, students and parents are increasingly cautious about ensuring that every mark awarded is accurate and justified. This heightened sensitivity to scores has contributed to the growing number of re-evaluation requests.<\/p>

The trend has become particularly visible following the recent announcement of CBSE board examination results. Across UAE-based CBSE schools, as well as in other Gulf countries and Indian curriculum institutions abroad, many families have expressed concern over what they perceive as unexpectedly low scores in certain subjects. In several cases, students who anticipated higher performance based on their preparation and examination experience have reported discrepancies between expected and actual results. This mismatch has led to disappointment and, in many cases, a formal decision to seek re-assessment of answer sheets.<\/p>

Teachers and school officials have noted that this concern is not limited to a single stream of education. Students from science, commerce, and humanities backgrounds have all been affected, although the intensity of concern appears to be more pronounced among those aiming for highly competitive professional programs. For example, students targeting admission into medical or engineering courses often operate within narrow cut-off margins, where even a difference of one or two marks can influence eligibility. Similarly, commerce students seeking entry into reputed business schools or finance-related programs are also highly sensitive to percentage changes, further contributing to the demand for re-evaluation.<\/p>

An additional dimension influencing this situation is the broader academic environment in which these students are studying. CBSE schools in the UAE cater to a large expatriate population, many of whom have long-term educational aspirations tied to higher studies in India or other countries. The pressure to perform well in board examinations is often amplified by expectations from families, peers, and educational institutions. This environment creates a scenario where students are highly conscious of every mark obtained, making them more likely to question results that fall short of expectations.<\/p>

Complicating the situation further were disruptions caused during the examination period in certain Gulf regions due to geopolitical tensions, specifically the US\u2013Israel\u2013Iran conflict. While the CBSE board implemented alternative evaluation arrangements for certain affected examinations, including adjusted assessment methods or rescheduling in some cases, not all subjects were impacted in the same manner. Many students in the UAE still appeared for most of their examinations in person, with only two or three papers being affected by alternative arrangements or modifications. This partial disruption may have contributed to concerns among students regarding consistency in assessment conditions across different papers.<\/p>

Educators suggest that variations in examination conditions, even if minor or limited to specific subjects, can sometimes influence student perception of fairness and uniformity. When students feel that certain papers were assessed under different circumstances or adjusted evaluation methods, it can create uncertainty about whether marks accurately reflect performance. This uncertainty, in turn, may prompt more students to request re-evaluation as a precautionary step.<\/p>

School administrators have also observed that awareness about the re-evaluation process itself has increased significantly in recent years. With improved access to information through school briefings, online portals, and peer communication, students are now more familiar with their rights and options regarding mark verification. This greater awareness means that students are quicker to act if they believe there is a discrepancy or if they simply wish to ensure accuracy in marking.<\/p>

Furthermore, digital communication and social media platforms have played a role in amplifying concerns related to examination results. Discussions among students and parents often include comparisons of scores, expectations, and perceived inconsistencies. In some cases, anecdotal experiences shared online or within school communities can influence others to consider re-evaluation even if their own concerns are minimal. This collective environment of scrutiny contributes to the overall increase in applications.<\/p>

Schools in the UAE have reported that, compared to previous academic years, there has been a noticeable uptick in the number of re-evaluation requests submitted after the announcement of results. While precise figures vary between institutions, the overall direction of change is consistent across multiple CBSE-affiliated schools. Administrators emphasize that while re-evaluation is a standard and legitimate part of the CBSE examination framework, the current volume of applications reflects a growing level of concern among students about grading outcomes.<\/p>

At the same time, educators also highlight that not all re-evaluation requests necessarily result in a change of marks. In many cases, reassessment confirms the original score, while in some instances marks may increase or, less frequently, decrease depending on the review process. Despite this, students continue to opt for re-evaluation as a means of ensuring fairness and accuracy, especially in high-stakes academic environments.<\/p>

Overall, the rising trend of mark re-evaluation requests among UAE-based CBSE students appears to be the result of multiple overlapping influences. These include shifts in examination design, evolving marking systems, heightened academic competition, external disruptions during exams, and increased awareness of available academic procedures. Together, these factors have created a climate in which students and parents are more inclined than ever to closely scrutinize examination results and seek formal review when outcomes do not align with expectations.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Surge in applications overwhelms portal<\/strong><\/h3>

School principals explaining the procedure say that students typically begin the process by first applying to obtain scanned copies of their evaluated answer sheets. This initial step allows them to carefully review how their responses were assessed before deciding whether to move ahead with a formal request for re-evaluation or rechecking.<\/p>

Pramod Mahajan, the principal of Sharjah Indian School, explained that students who believe there may have been an error or inconsistency in the marking of papers conducted under the traditional offline examination system are permitted to submit applications for re-evaluation through the CBSE framework. He clarified that once an application is submitted, the answer scripts are reviewed again, and depending on the outcome, marks may either increase, remain unchanged, or in some cases even decrease. He emphasized that the revised score after this process is considered final and binding.<\/p>

Mahajan further pointed out that this academic year has witnessed an unusually large number of applications for re-evaluation from CBSE-affiliated schools not only in the UAE but across several countries where the curriculum is offered. According to him, the volume of requests was so high that it placed significant pressure on the board\u2019s online system, leading to repeated extensions of deadlines to accommodate all applicants.<\/p>

He added that the surge in traffic was substantial enough to temporarily strain the digital infrastructure supporting the re-evaluation portal. In fact, the demand reportedly became so intense at certain points that technical experts, including professionals associated with advanced computing institutes such as the Indian Institutes of Technology (IITs), were brought in to assist with managing and stabilizing the system to ensure it could handle the load effectively.<\/p>

When compared with previous academic years, Mahajan noted a clear increase in the number of students from the Gulf region seeking re-evaluation, particularly in subjects where examinations were conducted physically in examination halls. He observed that this trend was more pronounced in contrast to papers where alternative assessment methods were used due to disruptions caused during the examination period. In some cases, marks for certain subjects had been awarded through moderated or alternative evaluation mechanisms because of regional instability that affected the normal conduct of exams.<\/p>

He also clarified an important distinction regarding eligibility for the re-evaluation process, stating that at present, this facility is primarily available to students of Grade 12. According to him, students in Grade 10 are not subject to the same constraints, as they are generally given another opportunity to improve their performance by appearing for supplementary or improvement examinations if they are dissatisfied with their results.<\/p>

Mahajan further elaborated on several underlying reasons that may be contributing to the rising concerns among students this year. One major factor, he suggested, is the implementation of On-Screen Marking (OSM), a digital evaluation method where exam papers are assessed electronically. While this system is intended to improve efficiency, reduce manual errors, and ensure uniformity in evaluation, it has also introduced a sense of uncertainty among some students who are unfamiliar with the digital marking environment and its processes.<\/p>

Another significant factor, according to him, is the increasing incorporation of competency-based questions in the CBSE examination pattern. These questions are designed to test a student\u2019s conceptual understanding, analytical ability, and real-world application of knowledge rather than relying solely on memorization. Although this shift is aligned with modern educational reforms and aims to encourage deeper learning, it has also changed the way students approach exams, sometimes resulting in outcomes that do not align with their expectations or preparation strategies.<\/p>

In addition to these academic changes, Mahajan highlighted the growing pressure faced by students who are aiming for admission into highly competitive institutions, particularly top-tier engineering colleges. He noted that the competition for entry into prestigious institutes has become increasingly intense, with even small differences in marks playing a crucial role in determining eligibility and admission chances. This heightened competition often leads students to carefully scrutinize their board results and seek re-evaluation if they feel their scores may affect their academic future.<\/p>

He also pointed to a noticeable gap that has emerged between performance in competitive entrance examinations and board examination results. According to him, there are cases where students achieve exceptionally high percentiles in entrance tests such as IIT-JEE, yet their performance in Class 12 board examinations does not reflect a similarly high level of scoring. He remarked that there are students who perform very well in competitive exams but are still unable to secure the minimum percentage requirement, often around 75 percent, in their board results, which is essential for eligibility in certain prestigious institutions.<\/p>

This requirement, he explained, adds further pressure on students, as securing at least 75 percent in Class 12 is a mandatory criterion for appearing in and qualifying for engineering entrance pathways like IIT-JEE. As a result, even minor discrepancies or unexpected marks in board examinations can create significant anxiety among students and their families, prompting them to seek re-evaluation as a precautionary measure.<\/p>

Mahajan added that while such concerns are observed every year to some extent, the intensity and frequency of these cases have increased in the current academic session. He noted that a larger proportion of students appear to be dissatisfied with their scores compared to previous years, suggesting a possible overall dip or stricter evaluation trend in marking patterns this time around.<\/p>

Overall, school authorities believe that the combination of evolving assessment systems, rising academic competition, technological changes in evaluation, and heightened expectations for professional course admissions has collectively contributed to the increased demand for re-evaluation requests among CBSE students this year.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Schools urge balanced approach<\/strong><\/h3>

While certain schools across the UAE have reported a noticeable surge in the number of students applying for re-evaluation of their CBSE Class 12 marks, others have observed that the overall volume of such requests has remained comparatively modest within their own institutions. This variation suggests that the trend is not uniform across all schools, but rather influenced by differences in student performance patterns, subject preferences, and the nature of examinations conducted in the current academic year.<\/p>

Deepika Thapar Singh, who serves as the CEO and Principal of Credence High School, shared that in her institution the number of students opting to pursue re-evaluation has been relatively limited this year. She explained that one of the key reasons behind this lower figure is the fact that a significant portion of the Grade 12 examinations in this cycle were not conducted entirely through the traditional pen-and-paper format in the usual consistent manner. Because of this, she suggested, the overall response pattern among students regarding result dissatisfaction and subsequent re-evaluation requests has been somewhat subdued compared to expectations.<\/p>

She further noted that among the small group of students who have chosen to apply for re-evaluation, the majority of cases are concentrated in science-related subjects, particularly Physics and Chemistry. According to her, this subject-wise clustering is not unusual and reflects a broader trend that has been observed across multiple schools. These subjects, often considered conceptually demanding and highly analytical, tend to generate more concerns among students when it comes to marking accuracy and score expectations, especially in competitive academic environments.<\/p>

Singh also emphasized that schools are taking a very careful and structured approach when guiding students and parents through the decision-making process related to verification or re-evaluation of marks. Instead of encouraging or discouraging applications outright, schools are focusing on providing balanced academic counselling based on individual student performance data.<\/p>

She explained that before advising a student to proceed with re-evaluation, educators typically conduct a detailed review of the student\u2019s academic record. This includes analyzing internal assessment scores, classroom performance, pre-board examination results, and overall consistency in academic achievement over time. By comparing this historical performance with the final board examination outcome, teachers and counsellors are able to assess whether there is a significant discrepancy that may justify further review of answer scripts.<\/p>

Singh added that this advisory process is intended to be supportive rather than directive. Schools aim to ensure that students and parents make informed decisions based on evidence and realistic expectations. In her words, the institution neither actively promotes re-evaluation nor discourages it; instead, it focuses on guiding families through the available data so that they can make the most appropriate academic choice for the student\u2019s future.<\/p>

She further explained that in cases where there is a substantial gap between expected marks and the actual results, schools do provide stronger support for students who wish to proceed with verification or re-evaluation. However, even in such situations, the emphasis remains on maintaining a balanced perspective, ensuring that students do not become overly fixated on marginal score changes that may not significantly impact their overall academic trajectory.<\/p>

Alongside this, Singh highlighted that counselling efforts also extend beyond immediate result-related concerns. Schools are actively working with students and parents to help them understand the broader academic pathway ahead, including higher education options, entrance examinations, and career planning. This holistic approach ensures that students are not solely focused on board examination outcomes, but are also prepared for the next stages of their academic journey.<\/p>

Commenting on the recent changes in the CBSE evaluation system, Singh acknowledged that while the board\u2019s intentions behind introducing new assessment methodologies are well-meaning and aimed at improving the overall quality of education and evaluation, the transition phase has likely posed challenges for multiple stakeholders, including students, teachers, and schools.<\/p>

She explained that any major shift in examination structure or marking methodology requires a period of adjustment, during which all parties involved gradually adapt to the new system. In her view, the current academic session may have been particularly demanding in this respect, as stakeholders were simultaneously adjusting to revised question patterns, altered evaluation techniques, and evolving expectations regarding competency-based assessment.<\/p>

Singh expressed the opinion that a phased or pilot implementation of the new system could have potentially allowed for a smoother transition. According to her, introducing the changes gradually across selected schools or academic cycles might have given educators, students, and administrators more time to understand and adapt to the revised framework. This, in turn, could have helped in identifying potential challenges early and making necessary adjustments before full-scale implementation.<\/p>

She suggested that such a step-by-step approach might have enabled better calibration between teaching methods, examination preparation strategies, and evaluation standards. Schools would have had the opportunity to refine their instructional practices, while students could have gradually familiarized themselves with the new style of questioning and assessment.<\/p>

Despite these observations, Singh maintained a constructive outlook towards the CBSE\u2019s evolving examination system. She expressed hope that the board will continue to actively seek and consider feedback from schools and educators on the ground. According to her, such feedback is crucial for refining and strengthening the evaluation process in future academic sessions.<\/p>

She emphasized that schools, being directly involved in the teaching and assessment cycle, are well-positioned to provide practical insights into how policy changes are affecting students in real-world academic environments. By incorporating this feedback into future revisions, she believes the board can further enhance fairness, transparency, and consistency in the evaluation system.<\/p>

Singh also noted that every major reform in education inevitably comes with a learning curve, and that constructive dialogue between schools and the board is essential for long-term improvement. She expressed confidence that with continued collaboration, the system will stabilize and evolve in a way that benefits students more effectively.<\/p>

Overall, her remarks reflect a balanced perspective\u2014acknowledging both the challenges faced during the transition to new assessment methods and the importance of adapting to modern educational standards. While the current phase may have led to uncertainty and variation in student responses, she remains optimistic that ongoing refinements, informed by school-level feedback, will help strengthen the process in the years ahead.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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