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The Central Board of Secondary Education (CBSE) Class 10 Science examination, conducted on February 20th, 2024, received largely positive feedback from students and teachers. The consensus points to a well-structured paper with a moderate difficulty level, successfully balancing direct questions with those requiring deeper conceptual understanding. The inclusion of diagrams and numerical problems was judged appropriate, neither overwhelming nor insufficient. This balance, coupled with sufficient time allocation, allowed students to approach the examination with confidence and thoughtful consideration of each question. Several academic coordinators, such as Parvathy V from Jain International Residential School, Bengaluru, highlighted the paper's alignment with the prescribed syllabus and its effectiveness in assessing student preparedness. They noted that students familiar with the textbook content were well-equipped to handle the questions effectively. The exam's success in achieving this balance is a key takeaway.
The paper's design received considerable praise for its strategic incorporation of competency-based questions. These questions, while demanding a thorough grasp of scientific principles and often revealing subtle nuances easily missed, were considered fair and beneficial in encouraging critical thinking. The numerical problems were predominantly direct applications of learned concepts, mitigating the anxiety often associated with lengthy and complex calculations. This approach effectively shifted the focus from rote memorization to a deeper application of knowledge. The feedback from Deepika Sharma, HoD science at Silverline Prestige School, Ghaziabad, reflects this sentiment, emphasizing the effective assessment of student understanding through a blend of competency-based and direct questions. The absence of a large number of Higher-Order Thinking Skills (HOTS) questions, combined with the familiarity engendered by questions aligned with the sample paper, further contributed to a generally positive student experience.
Student testimonials reinforce the prevailing positive assessment. Shiven Raj, a Class 10 student, described the exam as 'easy and enjoyable,' acknowledging the presence of more challenging competency-based questions but emphasizing the overall good mix of question difficulty. A student from Silverline Prestige School appreciated the reduced number of lengthy numerical problems, highlighting the beneficial effect of competency-based questions in stimulating critical thinking and real-life application of knowledge. Another student specifically lauded Section E, which contained case-based questions, for testing analytical abilities beyond mere fact memorization. The Jha siblings, preparing for the 2025 exams, reported a medium difficulty level, noting fewer numerical questions but a balanced coverage of topics, such as chemical equations, carbon compounds, and concepts in physics like magnetism and lenses. Their experience underscores the paper's diversity in testing different facets of scientific knowledge.
The paper's structure and design further contributed to its success. The division into five sections (A to E), with a gradual increase in complexity, provided a clear framework for evaluation. This progressive structure, combined with the inclusion of diagram-based questions to assess visual understanding and the use of clear and concise language, ensured accessibility for all students. This is highlighted by Renu Tewari, Department Head of Science at Vidyagyan School, who lauded the design of each section, emphasizing the balance between understanding, skill-based MCQs, reasoning, analysis, conceptual knowledge, and case studies. The alignment with the CBSE sample paper, as noted by Nikki from Vidyagyan School, further demonstrates the predictability and fairness of the examination. This structure actively facilitated a comprehensive evaluation, promoting deeper comprehension of scientific concepts rather than superficial recall.
The shift from rote learning to conceptual application is a recurring theme in the analysis. Meenu Kanwar, principal of Amity International School, noted the paper's ability to test students' grasp of core principles, particularly in reasoning and data-based questions. This emphasis on applying concepts to novel situations, rather than simple memorization, was appreciated as a positive development in fostering deeper understanding. The inclusion of application-based scenarios encouraged critical thinking and problem-solving, a key objective of modern pedagogical approaches. Even the presence of a few potentially confusing questions, as mentioned by Diksha from Shiv Nadar School, was not perceived as unduly detrimental, reflecting a generally manageable challenge within the scope of students' preparation. The overall sentiment is that the paper effectively tested application and understanding, moving beyond simple knowledge recall. The emphasis on NCERT-based questions, highlighted by Dr. Nisha Sharma from KIIT World School, further reinforces the transparency and predictability of the examination.
In conclusion, the CBSE Class 10 Science exam of 2024 appears to have been a successful assessment tool. It struck a positive balance between assessing direct knowledge and promoting deeper conceptual understanding through competency-based and application-oriented questions. The feedback from teachers and students alike indicates a generally well-received examination, characterized by its fairness, clear structure, and focus on genuine learning and application of scientific principles rather than mere rote memorization. The exam successfully challenged students while remaining accessible and appropriately timed, leading to a widespread sense of satisfaction among participants. This positive feedback suggests that the CBSE successfully achieved its aim of assessing student understanding and application of scientific concepts in a fair and effective manner.
Source: CBSE Class 10th Science Exam Analysis: ‘Good balance of diagrams and numericals’