
CBSE results 2025 announced: Here is what you need to know about revised re-evaluation process
Representative image
The Central Board of Secondary Education (
CBSE
) has announced the results for classes 10th and 12th on May 13, 2025. Students can download their marksheets from the board's official website, cbse.gov.in.
Meanwhile, students who are not satisfied with their scores can apply for re-evaluation of their marksheets online.
The verification and re-evaluation dates will be announced soon.
This year, CBSE introduced significant changes to the re-evaluation process for the 2025 board exams. These changes are aimed at enhancing transparency and providing students with a clearer understanding of their evaluation. The revisions reflect CBSE's commitment to ensuring a more accessible and fair approach to addressing students' concerns about their exam results.
Changes in
CBSE re-evaluation process
In the past, the sequence for re-evaluation involved several steps, with students having to request verification of marks and, in some cases, a photocopy of their answer sheet before applying for re-evaluation. However, for 2025, CBSE has reversed this order. Now, students must first obtain a photocopy of their evaluated answer sheet before deciding whether to apply for re-evaluation or marks verification.
This new order ensures that students are fully informed about how their answers were marked, allowing them to make a more informed decision about whether they should proceed with a re-evaluation request.
It adds an extra layer of transparency to the process, ensuring that students understand how their marks were awarded and whether any discrepancies exist.
How to apply for CBSE re-evaluation 2025?
Here is how students will be able to apply for re-evaluation process for their
CBSE class 10th and 12th results
:
Obtain a Photocopy of the Evaluated Answer Book
The first step in the revised process is for students to request a photocopy of their evaluated answer sheets. This photocopy gives students a detailed view of their answer scripts, including the examiner's remarks, the marks awarded for each answer, and any potential errors in the marking process.
The photocopy enables students to identify issues such as total errors, missing answers, or discrepancies in the marking of specific questions.
Review the Answer Sheet
Once the photocopy is received, students are encouraged to carefully review it. They should look for any mathematical errors, including the incorrect totaling of marks, and ensure that all questions have been evaluated. Sometimes, examiners may overlook or miss questions, which could lead to an incorrect score.
The detailed review of the answer sheet is an important part of the process, as it allows students to identify specific areas that may require attention.
Apply for Verification or Re-evaluation
After reviewing their answer sheets, students can apply for further verification or re-evaluation. If they find discrepancies such as total errors, missing answers, or any other issues with how their paper was marked, they can request a verification of marks.
If a student believes that specific answers were not marked correctly or were unfairly evaluated, they may choose to apply for re-evaluation.
The revised process allows students to choose whether to apply for both verification and re-evaluation. By offering these options separately, CBSE provides students with more control over the process, allowing them to tailor their requests based on their review of the photocopied answer sheet.
CBSE 2025 revised re-evaluation process explained
The revised re-evaluation process for CBSE 2025 is a welcome change that aims to offer more clarity, transparency, and fairness to students who may have concerns about their exam results. By allowing students to first review their answer sheets before applying for re-evaluation or marks verification, CBSE provides them with more control over the process and ensures that they are fully informed when making important decisions regarding their results.
Students should make sure to carefully follow the revised guidelines, stay within the timelines, and ensure that all fees are paid to avoid complications. With these changes, CBSE has taken an important step towards improving the post-result process and addressing student concerns in a more structured and transparent manner.
For the latest updates and to stay informed about the process, students should regularly check the official CBSE website.
AI Masterclass for Students. Upskill Young Ones Today!– Join Now

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles


Indian Express
13 hours ago
- Indian Express
CBSE mother tongue policy should be implemented through dialogue, not diktat
As of May, the Central Board of Secondary Education has released approximately 30 academic circulars and numerous examination, affiliation and miscellaneous documents. These include assessment guidelines, teacher training programmes, student enrichment activities, curriculum updates and policy implementation. Educators are now grappling with the latest, mandating the implementation of mother tongue-based instruction in the foundational and preparatory stages of schooling. From the Kothari Commission (1964 to 1966) to the National Policy of Education (1968), the Yashpal Committee (1993), National Curriculum Framework (2005, NCF) along with UNESCO, NCERT and numerous global developmental psychologists and even the National Education Policy (2020) have all highlighted the importance of mother tongue-based learning in foundational years (three-eight years). The NCF 2023 directed schools to make the process more structured and explicit, and align it with global best practices. Several studies show that children learn best when taught in their home language because it brings emotional security and concept retention. In fact, it has been argued that learning in an unfamiliar language disconnects the child from real-world experiences, reduces classroom participation and often delays understanding. In places where tribal languages or dialects have been set aside, this step can pave the way towards linguistic equity and educational justice. This is an aspirational policy, but the learning ecosystem is fragmented. In order to implement it in letter and spirit, all stakeholders will have to be involved. Schools can create a language policy after surveying the home languages of their students. With schools mapping language groups and deciding on bridge programmes by allocating resources and teachers accordingly, parents can make an informed choice. In heterogeneous schools, using the mother tongue is not about enforcing one language, it's about embracing linguistic plurality and making children visible. In order to respond through a balanced strategy, parents have to be informed that both the NEP and the NCF support additive bilingualism with strong foundations in the home language along with systematic learning of English. If the mother tongue is positioned as the foundation and English layered in contextually, it will become a bridge. Across socio-economic strata, Indian parents see English-medium education from the foundational years as the key to success. For some, mother-tongue instruction feels regressive. There will be an aspirational mismatch because the mindset behind English-medium education has been driven by media, advertising and peer pressure. Teachers will be left to mediate between parental anxiety and policy mandates, without support or community engagement. Teachers may themselves feel overwhelmed by the push towards mother tongue-based multilingual instruction, especially in heterogeneous English medium schools. Most teachers are trained to teach in English or Hindi, or their regional language and English, not in pedagogical strategies or multilingualism. Handling multiple languages without lesson plans can be difficult for them. Assessment also offers challenges in evaluating learning across languages, especially when tools are monolingual. Teachers are expected to manage language equity, curriculum delivery and concept clarity without training, material, or time. Support, not imposition, is the way forward, if we want multilingualism to become a strength, not a burden. A teacher may speak the mother tongue fluently but may not be able to explain concepts pedagogically in that language. He or she may lack academic vocabulary or age-appropriate phrases. They may not know how to create learning materials or assess learning in the language. Unless they are trained to teach the language, the instruction will not succeed. Parents, too, need to be made partners in this transition. It is important to give them a roadmap of how children will transition in reading and writing fluently in both their mother tongue and in English. A greater load has been added without reducing academic responsibilities. Planning for a multilingual class requires more time, in addition to the regular work that teachers do. If we want children to learn with joy and meaning, then their teachers must be supported with empathy, time and trust. The policy has to be a dialogue, not a diktat. Mother tongue-based education is a vital tool in addressing the global learning crisis. In order for it to succeed, the CBSE and state education departments must move beyond circulars and compliances to systemic support, or the gap between policy and practice will widen. Schools should be given a two-to-three-year transition window starting with oral exposure, creating classroom levels for language mapping, developing multilingual lesson plans, differentiated assessments, resource kits and teaching aids. Oral and non-verbal rubrics that measure conceptual understanding need to be created. Experienced multilingual resource persons should conduct workshops for teachers of foundational years because they need to be partners in reform. A common instructional language should be chosen, while the mother tongue can be taught through songs, stories, language activities, traditional games, audio libraries and AI-driven technologies. Urban schools, especially in metros, are an example of India's internal migration and cultural plurality. Classrooms include children who speak a variety of mother tongues — Malayalam, Bengali, Tamil. Marathi, Kannada and others — within the same learning space. This linguistic landscape calls for context-sensitive handling rather than a one-size-fits-all approach. The policy has great potential but without clarity in execution, it will become merely symbolic. The benefit of the mother tongue in the foundational years can only be realised with the help of supportive parents and trained teachers, who will design it not merely as a linguistic shift but a reimagining of childhood and learning. The writer is chairperson and executive director, Education, Innovations and Training, DLF Foundation Schools and Scholarship Programmes


Indian Express
2 days ago
- Indian Express
Three years on, CUET has diminished universities
Written by Abha Dev Habib and Saikat Ghosh A few years ago, summers at Delhi University (DU) would witness a festive clamour of students and parents visiting colleges to check out the infrastructure, meet faculty members, and submit their applications for admission to undergraduate courses. The demand was such that in many popular courses, despite the soaring cut-offs, admissions would close with the first list. How things have changed. Now it takes multiple 'mop-up' rounds to complete admissions and the process goes on months after the start of classes. An RTI response shows that on average, 5,000 seats have remained vacant in every admission year since the introduction of the Common University Entrance Test (CUET) in 2022. Admissions to undergraduate courses offered by central universities (CUs) through CUET were first announced in March 2022 while Class XII students were still struggling with Covid. Invoking the National Education Policy 2020, an overnight change in the admission policy was pushed despite educators having forewarned that CUET would downgrade the importance of Class XII board exams while encouraging a mushrooming of the private coaching industry and proxy schools. The CBSE-based CUET also disregarded the importance of state boards and the federal character. Three years since, has CUET meant anything besides 'mop-up' rounds for DU? A few days back, the National Testing Agency (NTA) declared that it would start the CUET-UG 2025 exams from May 13 rather than May 8. Lack of preparedness was reportedly the reason. Delays and ineptitude have consistently been part of the CUET-UG story, throwing teaching-learning processes out of gear. DU's perpetually staggered academic calendar is testimony to this chaos, while the inordinate hold-ups in its UG admissions are the principal reason behind seats remaining vacant. Uncertainties have pushed many students to prefer private universities. Seats in several courses remain vacant despite multiple rounds of admissions including embarrassing 'mop-up' rounds based on Class XII scores. Science streams, which have to compete with medicine, engineering and other technical courses, are the most affected. Even slight delays precipitate anxiety in students and parents and indeed, convince them about the futility of taking admissions if students want to reappear for JEE and NEET. In a knee-jerk response to this issue, the university declared that all courses across colleges would take 20 per cent extra students. While this scheme failed to address the real problem, it resulted in over-admission in some disciplines across certain colleges, thereby skewing the normative student-teacher ratio. Delayed admissions also mean that the university is forced to function with a different academic calendar for the freshly admitted batch of students as classes in other semesters begin even as the admission process is held to ransom by the CUET results. Staggered calendars have increased the stress on the system. Universities are designed to operate well within synchronised teaching-examination calendars for all years of students. A large system like DU shifts gears from teaching to examinations, dedicating its resources to one activity at a time. Staggered calendars result in administrative chaos and cause further delays. When senior batches are appearing for their end-semester exams, the first-year classes are still going on. Teachers are expected to combine teaching with invigilation and evaluation duties. Timetables are disrupted, allotted classrooms are taken up for the conduct of examinations and some colleges even shift their classes online. The results of all batches are delayed as teachers are unable to travel to central evaluation facilities from their respective colleges, where teaching and invigilation take up all their duty hours. Beyond classrooms, co-curricular activities and student societies have been adversely affected as students of various years are in different phases of their studies and are unable to interact much. Caught in examinations for one batch or the other, colleges find it difficult to schedule their cultural fests. Post-CUET, admissions to DU have reported an alarming decline in the regional diversity of students and an even more steep fall in the relative number of female students. Conventionally, DU admissions based on Class XII scores assumed a parity between marks awarded by various state and central boards, thereby enabling students from far-flung states and regions of India to seek admission. A student's journey from a small village to Delhi would start once she scored well. The CBSE-centric CUET insidiously favours only a privileged section of aspirants. Others are expected to spend on private coaching to be on par with students from CBSE schools. Inadequate test centres, frequent paper leaks, lack of evenly laid-out digital infrastructure and the myopic switch to a purely computer-based test have destroyed many dreams of students who are from the hinterland or economically distressed communities. The rising cost of admissions and the attendant uncertainties have also discouraged parents from encouraging girls from remote areas to apply. Admissions to central universities through CUET-UG are a case of over-centralisation. While top private universities continue to run their admissions-related processes and schedules independent of NTA functioning, the hands of public-funded CUs are tied. In the case of DU, which offers close to 79,000 seats out of a total of 1.5 lakh seats available across CUs, this means an adverse impact on admissions and the teaching-examination cycle. For DU colleges and many other, newer central universities that cater to local populations, CUET is an unnecessary barricade that has demotivated students. Paper leaks and delays have put an indelible question mark on the NTA's credibility. It is important to review CUET-UG-based admissions. To restore their national character and a modicum of order in their functioning, CUs need to recover their autonomous practices, including admissions. The normalisation of Class XII board results is a possible solution to the problem of disparate marking across boards. Habib is associate professor, Physics Department, Miranda House and Ghosh is assistant professor, English Department, SGTB Khalsa College

The Hindu
2 days ago
- The Hindu
This govt. school in Ramanathapuram has one student and a lone teach
A panchayat union primary school at Kattiyanenthal near Kodanur panchayat in Ramanathapuram district runs with just one teacher and a class V student due to poor enrolment in the current academic year. The school had two students in the previous academic year (2024 – 25), and four students in the year before. One of the two students from last year moved to another school in a nearby village, said sources. The school which was started about 30 years ago once had more than 50 students, said the villagers. The major reason for the gradual downfall of admissions has been attributed to the rise of high schools, higher secondary schools, and private CBSE schools in nearby villages. While the medium of instruction in the panchayat union school in the village was Tamil, parents who prefer English as medium of instruction and communication enrol their children in other schools, villagers added. Sources said that only a Headmaster was running the school last year due to a vacant teacher's post. After his transfer to a different school, a teacher from Mangalakudi was deputed to teach at the school, said sources. To fulfil the only student's food needs, morning breakfast has been arranged from a school in Pillayar Enthal village and lunch from a school in Kunjangulam, the authorities informed. However, school authorities say that the village has only a few houses and, in those households too, children in the age group between five and ten were very few. Senior district education department officials visited the school and the village to learn about the prevailing situation there. 'To overcome the issue of poor students' strength, we have held talks with the villagers and the School Management Committee (SMC) to increase the enrolment,' the official added. The officials were confident that the SMC members would convince the villagers to admit their children at the village school. 'If the villagers seek English medium of instruction, we can even represent their needs to the government and a suitable action can be taken,' the official assured. The officials negated the chances of the school being shut due to poor enrolment but said there were chances for the school to be merged with any of the nearby schools.