Is CBSE’s shift to competency-based assessment the key to closing learning gaps?

The gap between academic scores and actual skill sets among Indian students has been a growing concern. A competency-based assessment system as proposed in the National Education Policy (NEP) 2020 looms as a viable solution to bridge this gap. However, moving from a score-centric approach to a skill-centric approach is easier said than done.
Statistics from the Annual State of Education Report (ASER) named Beyond the basics paint a worrying picture of fundamental learning in India. A significant portion of 14- to 18-year-olds struggle with basic academic tasks. For example, 25% cannot read a Standard II level text fluently in their regional language and only 43.3% can solve simple division problems expected at Standard III/IV level. These statistics underscore the urgency of adopting assessment methods that prioritize real-world skills over rote learning. Here’s a look at the findings.
Annual State of Education Report (ASER): Beyond the basics

High scores, low skills: why is this a challenge?
In the Indian education system, especially in boards like CBSE, the ‘high score, low skills’ phenomenon has become a pressing challenge. The CBSE curriculum, while comprehensive, often emphasizes learning and exam performance rather than practical application or critical thinking. As a result, many students achieve exceptional grades but lack essential life skills, problem-solving skills, and creative thinking. This mismatch is glaring in higher education and professional settings, where employers often find graduates unprepared for real-world challenges despite their impressive academic results. The rigid focus on scoring well in theory exams highlights vital skills such as communication, collaboration and adaptability, which are indispensable in a rapidly evolving global economy. Moreover, the culture of coaching and exam-centric teaching further exacerbates this problem. Students are trained to memorize and reproduce textbook content, leaving little room for curiosity or exploration beyond the curriculum. While the CBSE has introduced measures like project-based learning and skill subjects, their implementation often remains shallow in many schools, especially in rural and semi-urban areas. This gap between theoretical knowledge and practical skills is creating a generation of students who excel in exams but struggle in innovation-based environments.
Keeping Competency Based Assessment in Mind: A Look at CBSE’s Efforts So Far
CBSE has initiated several measures aligned with NEP 2020 to shift to competency-based assessments to bridge the score-skill gap. Here’s a look at some of them:
SAFAL (Structured Assessment for Analyzing Learning): Launched in 2021 for grades 3, 5, and 8, SAFAL assesses literacy, numeracy, and basic problem-solving skills rather than memorization.
Curriculum revisions: CBSE has introduced case-based, source-based and statement-based reasoning questions in class 10 and 12 board exams.
Teacher training initiatives: Programs like NISHTHA train educators to design and implement competency-based assessments.
Digital resources: Platforms like the DIKSHA portal and the CBSE Academic app provide e-content, question banks and virtual simulations to support this transition.
Implementation challenges
While these efforts are laudable, some obstacles remain.
Teacher training: The shift from traditional rote-based teaching to competency-based learning presents challenges for many educators, especially in rural areas. The National Performance Survey (NAS) 2021 highlighted gaps in teacher training in modern pedagogical methods. While initiatives such as NISHTHA aim to address this, the breadth and depth of training often varies, with some teachers lacking practical experience in designing competency-based activities. In addition, frequent transfers of teachers in government schools disrupts the continuity of training. Teachers, especially those accustomed to traditional methods, may resist adopting new practices because of a lack of confidence in managing open-ended assessments or creating real-life, application-based questions. This resistance is also compounded by the increased workload required to plan and evaluate competency-based assessments, making the transition to new methods a daunting task.
The digital divide: The digital divide in rural schools is exacerbating disparities in education as many lack the technological infrastructure to implement platforms like DIKSHA or virtual labs, hampering 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 such as projectors or tablets limit the use of technology in assessments. Teachers in under-resourced areas often lack sufficient training in the effective use of digital tools, making it difficult to integrate them into competency-based assessments. This combination of infrastructure and training gaps creates significant barriers to the effective implementation of technology-based education, especially in rural regions.
The Roadmap for Competency-Based Assessment
The traditional education system, based on rote learning and memorization, often overlooks the development of higher-order thinking skills and real-world competencies. To address this, a shift to competency-based assessments is essential. Incorporating real-life applications, such as assessing knowledge through practical scenarios, can turn theoretical learning into actionable understanding. Open-ended questions can encourage critical thinking by asking students to justify their reasoning. In science, experiential learning through hands-on experiments and hands-on assessments fosters deeper engagement and understanding. Similarly, the use of case studies in the social sciences allows students to analyze complex scenarios and propose solutions. For example, a question about urban flooding in an Indian city might prompt students to suggest remedies while linking their answers to principles of environmental conservation, promoting both analytical skills and awareness of sustainability. These approaches not only prepare students to face real-world challenges, but also go beyond the mere mastery of theory, promoting a holistic educational experience. Here are some examples of questions that can be redesigned to help students develop practical skills and competencies, rather than just focusing on theoretical knowledge and high marks.