Beyond Perfect Scores
Prof Veena Pandita
At the outset, sincere congratulations are due to all students of Classes X and XII of the Jammu and Kashmir Board of School Education who have successfully cleared their examinations. Achieving high percentages, often touching 99 per cent or even a perfect score, is a commendable accomplishment. Such results reflect sustained effort, academic discipline and the support of teachers and families who guide students through a demanding educational journey.
Outstanding scores may serve as a strong source of motivation. They build confidence, open doors to higher education and affirm the value of perseverance. In subjects such as Mathematics and certain components of Science, where responses are precise and objectively verifiable, awarding full marks is both fair and academically sound.
However, a reflective pause becomes necessary when absolute scores are awarded in disciplines that are interpretative by nature, such as Languages, History, Geography, Political Science and the theoretical aspects of Science. These subjects are designed not merely to test recall, but to assess understanding, expression, perspective and analytical depth.
Knowledge in these areas is inherently expansive and evolves with wider reading, comparative engagement and intellectual maturity.
From an academic standpoint, learning in the social sciences and languages, is never final. Even the most well-articulated answer allows scope for refinement, deeper contextualisation and alternative viewpoints. When students are awarded perfect scores in such subjects, it may unintentionally signal closure rather than continuity, suggesting that intellectual inquiry has reached its peak at a very early stage.
High percentages undoubtedly have positive outcomes. They validate effort, nurture academic interest and often inspire students to pursue higher studies with commitment and purpose. Many learners channel early success into long-term academic or professional excellence and this must be acknowledged as a significant benefit.
Yet, there exists a less visible dimension that deserves careful attention. Students placed on the pedestal of “perfection” often encounter intense social and psychological pressure.
Expectations escalate sharply and even minor, entirely human errors are viewed disproportionately. Over time, this constant scrutiny can generate anxiety, fear of failure and an excessive attachment of self-worth to performance.
Such pressure risks narrowing the educational experience. Childhood and adolescence, are critical phases for emotional development, curiosity and creative exploration and may become confined to sustaining an image of flawless achievement. The freedom to question, to err, and to learn through experimentation can gradually diminish. And above all, the freedom to question is vital for a student, for it signals an inquisitive mind, one that seeks to learn, probe deeper and move forward in understanding.
It is here that the broader vision of education, as articulated in the National Education Policy (NEP) 2020, becomes particularly relevant. NEP 2020 strongly advocates a shift from rote-based, high-stakes evaluation to competency-based assessment that values critical thinking, conceptual clarity and continuous learning. The policy emphasises formative assessment, descriptive feedback and the understanding that learning is a process rather than an outcome defined solely by marks.
NEP 2020 also underlines the importance of holistic development and student well-being, cautioning against excessive academic pressure and unhealthy competition. By promoting flexibility in assessment, multidisciplinary learning and reflective evaluation practices, the policy seeks to align academic excellence with psychological sustainability.
In this context, it may be timely for examination boards and academic institutions to reflect on assessment frameworks, particularly in subjective disciplines. Without diminishing merit or effort, evaluation systems could be designed to recognise excellence while still indicating scope for further intellectual growth. Graded performance bands, moderated marking and greater emphasis on analytical depth and originality, rather than absolute perfection, would be more consistent with the spirit of NEP 2020.
Conclusion
As India moves towards implementing NEP 2020 in letter and spirit, assessment practices must evolve accordingly. Results should encourage aspiration without creating unrealistic benchmarks that burden young minds. Excellence must be celebrated, but not at the cost of curiosity, resilience and emotional well-being.
By aligning board examinations with competency-based, growth-oriented evaluation, we can ensure that marks remain indicators of learning, not final verdicts on a student’s intellectual journey. Such a balanced approach would uphold academic rigour while reaffirming a fundamental educational truth: learning is lifelong and perfection is neither its goal nor its measure.
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