Under the new rules, students will receive grades instead of traditional marks for their performance in third language and National Skills Qualifications Framework (NSQF) subjects. The grading scale will award an ‘A’ for scores between 80% and 100%, a ‘B’ for 50% to 79%, and a ‘C’ for scores up to 49%.

Importantly, these third language and NSQF subjects will be treated as additional courses on the marks card, meaning they will not impact a student’s pass or fail status. The overall structure of the SSLC examination will remain unchanged, with six core subjects still carrying a total of 625 marks.

This proposal comes as part of the Karnataka government’s broader efforts to alleviate the intense academic pressure faced by students, while simultaneously promoting skill-based and language learning. The notification regarding this grading system is currently in draft form and is open for public objections and suggestions for a period of seven days.

As the education landscape continues to evolve, this move reflects a growing recognition of the need for a more balanced approach to student assessment. By shifting to a grading system, the government hopes to encourage students to engage more deeply with their studies without the fear of punitive marks.

Observers are keenly watching how this proposal will be received by the public and educational stakeholders, as it represents a significant shift in the assessment paradigm within Karnataka’s education system. The feedback gathered during the public consultation period will likely play a crucial role in shaping the final implementation of these changes.

Details remain unconfirmed as the proposal navigates through the public input phase. The government is expected to finalize the grading system based on the feedback received, ensuring that it aligns with the needs and expectations of students and educators alike.

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Currently, students can pass with a minimum of 26.5 marks out of 80 in the written exam and 6.6 out of 20 in internal assessments. However, the new rules will change this landscape significantly, making it imperative for students to meet the new threshold across all subjects.

For the upcoming 2026 examination, students will still need to achieve an overall 33% across all subjects, but the implications of the new passing criteria are already causing anxiety. If a student scores below the qualifying marks in one assessment, they can still pass if they excel in the other, providing a slight buffer in a challenging academic environment.

Teachers have voiced their concerns about the potential rise in the number of failing students due to these stricter requirements. The shift in norms is expected to impact students’ preparation strategies, as they will need to focus on both written exams and internal assessments, which include periodic tests, projects, and performance evaluations.

Previously, students had the advantage of passing with lower marks in internal assessments if they excelled in the written exam. This leniency is now being replaced by a more rigorous standard, prompting educators to rethink their teaching methodologies and support systems.

The ratio of written exam to internal assessment may vary, with some subjects adhering to a 70:30 split. This means that students will need to balance their efforts across different types of evaluations, further complicating their academic journey.

As the CBSE continues to implement changes to the curriculum and assessment for the 2026-27 academic year, the educational community is left grappling with the implications of these new norms. The potential for increased failure rates raises questions about the adequacy of current support structures for students.

Details remain unconfirmed about how schools will adapt to these changes and what additional resources may be provided to help students meet the new standards. The coming months will be crucial as educators and students navigate this evolving landscape in Indian education.

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