In a first-of-its-kind move in India, the Punjab government has announced a major education reform under which question papers for school exams will be co-created by teachers and students. This participatory model is aimed at making assessments more student-friendly, meaningful, and aligned with classroom learning. The initiative, launched by the state education department, will be piloted in select schools before being scaled up statewide. Officials believe this shift will reduce exam stress and help teachers better understand the learning gaps among students.
I’m writing about this because it’s not every day that we see such a student-centred reform in Indian school education. Exams have long been a source of anxiety and rote learning. But this move by Punjab signals a shift towards collaborative education—where students are no longer passive recipients but active contributors. It also opens the door for thoughtful discussion around how our children are assessed. As someone who closely follows education policy and school-level changes, I believe this reform could inspire other states to rethink how we approach testing and teaching in the classroom.
What the Reform Is All About
Punjab’s new model for assessment encourages both teachers and students to contribute to the question paper design. While final control will rest with teachers and educational experts, student inputs will shape the type and framing of questions. The idea is to encourage reflective learning and discourage rote memorisation.
Key aspects of the reform include:
- Collaborative workshops where students and teachers brainstorm possible questions
- Emphasis on application-based and real-life scenario questions
- Reduced number of purely memory-based questions
- Teachers trained in inclusive assessment methods
The reform will initially be implemented in government schools from Classes 6 to 10.
Why This Move Matters
Traditional exams often test memory more than understanding. Students usually cram last-minute notes, leaving little room for actual learning. This new reform hopes to change that by:
- Giving students a sense of ownership over their learning
- Building critical thinking and reasoning skills
- Helping teachers spot learning gaps and adjust their teaching accordingly
- Reducing the fear around exams by making the process more transparent and participatory
It also ensures that students who may not excel at rote learning but are conceptually strong get a fair chance to do well.
How Students Will Participate
Students won’t be writing the entire paper or deciding marks, but their role will be meaningful. In structured classroom sessions, they’ll be asked to suggest question types based on what they’ve learned. Teachers will then review and moderate these suggestions before finalising the paper.
Some examples of student input could be:
- Suggesting real-world problems to apply textbook concepts
- Proposing new formats like case studies or group responses
- Giving feedback on past exams and what felt confusing or unclear
Teacher Training Is Key
For this reform to work, teachers will receive specific training. The state’s SCERT (State Council of Educational Research and Training) will conduct sessions on:
- How to lead student discussion on question creation
- Balancing student suggestions with curriculum requirements
- Maintaining fairness and learning outcomes in assessments
The training will also include sessions on child psychology and inclusive practices to ensure students from all backgrounds can participate equally.
Challenges Ahead
No reform comes without hurdles. Some concerns raised include:
- Whether all teachers are equipped to handle this participatory method
- The risk of biased or non-representative questions
- How to ensure curriculum coverage while allowing flexibility
- Managing time within the already tight school schedule
The education department has stated that pilot runs will address these concerns before full implementation.
Voices from the Ground
Many teachers have reacted positively, calling it a refreshing approach. A government school teacher in Patiala said, “This gives us the chance to see what students are actually thinking. It’s no longer one-way teaching.”
Some students, especially in senior classes, also expressed interest. “If I can suggest how I want to be tested, I’ll study more seriously,” said a Class 9 student from Ludhiana.
Parents, however, remain watchful. While many support the idea in principle, they hope it won’t dilute academic rigour.
