The Central Board of Secondary Education (CBSE) has launched its new On-Screen Marking (OSM) system for evaluating Class 12 board examinations in 2026, using the secure digital portal cbse.onmark.co.in. The move aims to bring greater transparency and speed to the evaluation process, but reactions from students, teachers and parents are mixed, with optimism tempered by concerns over technical glitches and evaluation quality.
What is CBSE On-Screen Marking (OSM) System?
Under the OSM system, answer booklets from Class 12 exams are digitally scanned at designated hubs and uploaded to a secure server. Trained evaluators then assess scripts on computers through the OSM portal, marking question-wise responses and feeding marks directly into the system. This replaces the traditional physical handling and manual totalling of answer sheets. CBSE has stated that digital marking reduces clerical errors, enables automatic totalling, speeds up result processing and creates a traceable audit trail of evaluation. The board has also conducted webinars and mock drills to familiarise teachers with the new system.
Teachers’ Perspective: Relief and Real Concerns
Many teachers see potential benefits in the OSM system, including eliminating arithmetic mistakes and reducing the burden of transporting physical scripts. Some educators have called digital evaluation an inevitable modernisation that could streamline operations. However, several examinees and senior evaluators have expressed concerns about the timing and readiness of full-scale implementation. They warn that misunderstandings in scanning, server glitches, image quality issues and improper segmentation of scripts could lead to oversights or misinterpretations of student answers. Some teachers pointed out the challenges of transitioning from the instinctive flow of paper evaluation to segmented digital screens. Accountability in case of technical errors — such as server downtime, auto-save failures, or misdisplayed pages — has been highlighted as a key area where clarity is still needed.
Students’ Reactions: Hopeful Yet Apprehensive
Students have responded to the OSM rollout with a mix of optimism and nervousness. Some believe that digital evaluation could reduce subconscious bias linked to handwriting or school reputation, as anonymised scripts may help focus strictly on answers. However, concerns remain about scanning accuracy. Students worry that blurred or mis-aligned scanned pages might result in evaluators missing parts of answers — an issue that does not arise in physical evaluation. For many, the digital shift in the year that matters most feels unsettling, especially without full clarity on how errors will be addressed. A common thread in student feedback is a worry about screen fatigue and unfamiliar evaluation interfaces, which some feel could impact the attention and accuracy of examiners tasked with marking extensive Class 12 answers.
Parents’ Opinions: Innovation vs Preparedness
Parents’ responses also vary. Some describe the OSM rollout as “confusion packaged as innovation,” noting that webinars and procedural briefings felt light on practical safeguards. Others feel the change could be a positive step if paired with hybrid evaluation models, combining teacher judgement with digital accuracy. A segment of parents voiced unease about policy overload, citing concurrent reforms such as competency-based assessments and multiple board attempts, which they feel add stress rather than stability.
A Step Towards Modernisation with Caution
Despite mixed reactions, many educators acknowledge that on-screen marking aligns with broader modernisation efforts in education evaluation. Segmented digital marking, automatic totalling and structured workflows could improve consistency and transparency if technical barriers are addressed and adequate training is provided. As this year’s evaluation rolls out under OSM, the board and stakeholders will be closely watching for any glitches or complaints, with clear protocols and contingency plans likely to be key determinants of long-term success.