Tripura, Maharashtra Board exams toughest in India: Here is a list of most-difficult and easy board exams (2024)

A report from the National Council of Educational Research and Training's (NCERT) Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH) body has uncovered significant disparities in the difficulty levels of Class 10 and 12 board exams across India. By analyzing English and Mathematics question papers from 17 school education boards, the study finds that students in some states face more challenging exams, sparking a debate on the differing educational standards nationwide.

Most Difficult Board Exams of India

The PARAKH report identifies Tripura as the state with the highest proportion of 'hard' questions in its exams. Maharashtra follows closely, with Goa, Chhattisgarh, and West Bengal also featuring prominently among states with more challenging exams. These states consistently demand deeper understanding and problem-solving skills from students.

Boards with the Highest Proportion of Hard Questions

In Chhattisgarh, students performed better since their exams included a considerable proportion (47.62%) of 'easy' questions. Conversely, Goa's exams contained only 'hard' and 'medium' questions, with 55.34% of questions classified as 'medium' and none as 'easy'. The PARAKH evaluation notes that Maharashtra's exams had an even distribution of 'easy,' 'medium,' and 'hard' questions.

The report defines questions into three levels: easy, medium, and hard. Easy questions are those that most students, having had the necessary learning opportunities, would correctly answer. These questions assess basic understanding and knowledge mastery. Medium questions require moderate understanding and application of knowledge, aimed at a substantial portion of learners but not as many as those answering easy questions. They are designed to assess deeper understanding and complex applications of knowledge. Hard questions challenge a minority of learners, necessitating higher-order thinking skills and the ability to apply knowledge in novel or complex situations. These questions assess the depth of understanding and the capacity to synthesize and evaluate information.

The PARAKH study revealed that question papers from 17 educational boards, including those in Punjab, Haryana, Uttar Pradesh, Andhra Pradesh, Uttarakhand, Gujarat, Manipur, Odisha, Nagaland, Himachal Pradesh, and Kerala, mainly fell within the 'easy to medium' difficulty range. The Council for the Indian School Certificate Examinations (CISCE), which oversees ICSE and ISC exams, was also part of this analysis.

Summary of the findings for selected boards:

The analysis further evaluated the 'cognitive demand' of question papers by examining the proportion testing rote memory versus understanding. Key findings include disparities across the board in cognitive demands, with variations in questions testing rote memorization compared to those assessing deeper understanding.

The PARAKH report's findings have prompted concerns about the disparity in board exam difficulty levels across states. While some argue that challenging exams promote academic rigor and identify top talent, others worry about the potential negative impact on students' mental health and overall learning experience.

Education experts have called for a thorough review of the board exam structure and a standardized evaluation process to ensure fair assessment of students' abilities. They stress the need to balance rigorous evaluation with students' overall well-being and holistic development.

"The findings highlight a critical need for balancing academic rigour with the well-being of students," stated an educational expert. "This disparity could undermine the equitable opportunities that all students deserve."

"The report underscores the importance of standardizing examination patterns across states," another expert noted. "While challenging exams may identify top talent, less stringent assessments can provide a better overall learning experience, ultimately benefiting students' holistic development."

The debate continues as stakeholders seek solutions that promote both academic excellence and equitable opportunities. As the discussion on exam standards intensifies, it becomes crucial to find a path forward that supports students' academic and personal growth equally.

Haltingly, the report brings to light the urgent need for a harmonized approach to board exams to provide fair and balanced assessments. Clear disparities in difficulty levels highlight the uneven playing field and potential stress and strain on students in more challenging regions.

Educators and policymakers are urged to take note of these findings and strive towards an educational framework where all students, irrespective of their geographical location, face a consistent and fair examination environment. This change would not only ensure unbiased assessment but also align with global educational standards, preparing students for competitive opportunities both within and outside India.

In conclusion, the PARAKH report opens up crucial discussions about the future of educational assessments in India. As educators and policymakers revisit these findings, the goal remains clear: to foster an environment where rigorous academic standards and student well-being co-exist seamlessly.

(The article originally published in TOI)
Disclaimer: This article is based on the information available in the PARAKH report. For the most accurate and up-to-date details, please refer to the original report.