Two Class 12 students from Faridabad have faced unexpected mark reductions in unrelated subjects after CBSE re-evaluation, jeopardizing their college admissions.
New Delhi, India Jul 8, 2026 ALN: Two Class 12 students from Faridabad have found themselves in an unexpected and distressing situation following their applications for re-evaluation of their marks by the Central Board of Secondary Education (CBSE). While the board increased their scores in the subjects they had requested to be reviewed, their revised marksheets also indicated lower scores in subjects for which they did not request re-evaluation. This discrepancy has significantly altered both students' overall results from 'Pass' to 'Repeat in Theory' (RT), a status that could have serious implications for their academic futures.
The cases, reported from DAV Public School in Faridabad, have raised significant concerns regarding CBSE's new Online Scanned Marking (OSM) system. This system, introduced to streamline the evaluation process, has been met with mixed reactions and numerous complaints from students and parents alike. Issues surrounding evaluation discrepancies, answer-sheet handling, and the accuracy of revised marks have been prevalent since the introduction of this system, leading to a growing sense of frustration among students.
In the first case, a student applied for re-evaluation in Chemistry and Home Science after the Class 12 results were declared on May 13. The initial outcome seemed promising, as the student's Chemistry marks increased from 42 (RT) to 52 (Pass), and Home Science marks improved from 70 to 79. This increase initially provided a glimmer of hope for the student and their family.
However, upon receiving the revised marksheet, the family discovered a troubling change: the student's Mathematics marks had dropped from 46 to 40, even though no re-evaluation had been requested for that subject. This unexpected reduction ultimately altered the student's overall result, reverting it back to Repeat in Theory (RT). Such an outcome not only affects the student's immediate academic standing but also poses a significant threat to their future educational opportunities.
The second student encountered a similar predicament. This student had sought re-evaluation solely in Physics and Computer Science, both of which received higher marks after review. However, upon receiving the revised marksheet, the student found that their Chemistry marks had been reduced from 52 (Pass) to 43 (RT), despite Chemistry not being part of the re-evaluation request. This change similarly altered the student's overall status to RT, compounding the stress and anxiety surrounding their academic future.
The families of both students have expressed deep concern over the situation, leading them to lodge complaints with CBSE's regional office. They argue that marks in subjects outside the re-evaluation request should remain unchanged, emphasizing that the revised results have jeopardized their children's chances for college admissions at a critical time when counseling and university application deadlines are fast approaching. The stakes are high, as the issue transcends mere marks and could potentially cost both students an entire academic year if not resolved promptly.
The urgency of the situation is underscored by the fact that many colleges and universities have strict deadlines for admissions, and any delays or complications in the evaluation process could hinder the students' ability to secure a spot in their desired programs. The families are understandably anxious, fearing that the discrepancies in marks could lead to further complications down the line, including the need for compartment examinations, which could further delay their educational progress.
In light of these troubling developments, DAV Public School has taken proactive measures by writing to the CBSE Controller of Examinations, seeking urgent intervention and clarification on how marks in unrelated subjects were altered. The school's principal has voiced concern over the emotional toll that this uncertainty has taken on the students and their families. "The children are under immense stress. One parent told me they are not leaving the child alone even for a while because of the anxiety this has caused," the principal stated, highlighting the psychological impact of the situation.
The school has indicated that CBSE officials have informally described the issue as a "policy matter," suggesting that while marks may have been increased where justified, grace marks previously awarded could have been withdrawn. However, the principal has refuted this explanation, stating that the school was unaware of any such policy and that no official notification had been issued by CBSE regarding changes to the grading system. "If that is the basis for these changes, it should have been communicated transparently," she remarked, emphasizing the need for clarity and communication from the board.
The school has called upon CBSE to thoroughly examine the revised marksheets and provide a clear explanation for the changes in subjects that were not submitted for re-evaluation. The urgency of resolving this issue cannot be overstated, as both students may be forced to appear for compartment examinations despite having improved their scores in the subjects they initially requested to be reviewed. Such a scenario would not only be disheartening for the students but could also lead to further delays in their academic progression.
As of now, the CBSE Controller of Examinations has not responded to calls or messages seeking comment on this pressing matter. The lack of communication from the board has only added to the frustration and anxiety felt by the students and their families, who are left in limbo as they await a resolution. The situation highlights the broader implications of the evaluation process and the potential consequences of discrepancies within the system, raising questions about the reliability and transparency of educational assessments in India.
As the students and their families navigate this challenging situation, it serves as a reminder of the importance of clear communication and accountability within educational institutions. The outcome of this case may not only impact the affected students but could also have wider implications for the policies and practices of CBSE and its evaluation systems in the future.
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