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The 2025 CBSE Class 12 Physics examination, held on February 21st, elicited a range of responses from students and educators regarding its difficulty. While some students described the paper as 'moderately difficult,' others found specific sections, particularly the multiple-choice questions and those requiring advanced problem-solving, to be more challenging. This disparity in opinions highlights the multifaceted nature of the assessment and the varying levels of student preparation. The examination, comprised of five sections (A through E) and totaling 70 marks, incorporated compulsory questions across all sections, forcing students to engage with a broad spectrum of the syllabus. This approach aimed to comprehensively assess understanding rather than allowing students to focus solely on their stronger areas. The structure of the exam, with questions ranging from straightforward two-markers to more complex five-mark problems, aimed to test a spectrum of comprehension levels.
Teachers' perspectives added another layer to the analysis. Thilak M, a physics educator at JIRS, Bengaluru, noted a 'moderate difficulty' level, attributing this to a blend of simple and demanding questions. He specifically highlighted the multiple-choice questions related to moving charges and magnetism as particularly tricky, requiring robust conceptual understanding. Conversely, questions focused on modern physics were considered easier and more directly aligned with NCERT material. Section B, consisting of two-mark questions, was largely viewed as a confidence-builder due to its straightforward nature. Section C, conversely, leaned more heavily towards theory and concept-based questions, potentially posing a challenge to students who relied primarily on rote learning. The inclusion of case studies, one straightforward (Modern Physics) and one more analytically demanding (Capacitance), further emphasized the need for a nuanced understanding of the subject matter.
Other educators provided additional insights into the exam's characteristics. Tushar Goel from Silverline Prestige School, Ghaziabad, described the paper as a 'reasonably well-constructed' assessment that effectively gauged students' comprehension and application of key concepts. He emphasized the balanced distribution of questions across various syllabus topics, preventing reliance on a few specific areas. However, Surender Puli from Vidyagyan School, Sitapur, noted that the paper's length, particularly Set 3, posed a challenge. He also highlighted the difficulty of the multiple-choice questions and the time-consuming nature of the five-mark questions in Section E. This contrast between educators’ evaluations underscores the varied perspectives on the paper's difficulty and the possible influence of factors like specific question sets on the overall student experience.
Student feedback mirrored the mixed opinions expressed by teachers. Geeta from Vidyagyan School, Sitapur, found the paper moderate, appreciating the concept-based questions in Section C, although acknowledging a slightly lengthy Section B in her set. In contrast, Praneel Munshi from Shiv Nadar School, Noida, found Set 3 particularly concept-heavy, while Shivam Kole from the same school described the paper as lengthy and challenging, noting a surprising absence of anticipated questions from Optics. The length and complexity of the paper were recurrent themes in student feedback, with several students expressing difficulty completing the paper within the allotted time. This suggests that time management was a crucial skill tested in addition to content mastery. Anamika Manna and Rachna Arora, educators at Shiv Nadar School, Noida, also highlighted the paper's length and emphasized the importance of consistent preparation.
The varied perspectives highlight the importance of considering the range of student abilities and the nuances of test design. Ragini Srivastava, from Seth Anandram Jaipuria School, Ghaziabad, described the paper as a 'solid challenge' with a high overall difficulty level. She specifically mentioned the inclusion of some questions from the deleted portion of the CBSE syllabus as a point of concern, further complicating the assessment for students who might have relied on outdated resources. The inclusion of some questions from deleted syllabus sections is a significant point of contention, illustrating a potential flaw in the exam design that would disproportionately impact students who had focused their studies on the official syllabus. A student, Priyal Arora, echoed the sentiment regarding the difficulty, highlighting the language of questions as a further challenge, adding another layer of complexity beyond the subject matter itself.
In conclusion, the 2025 CBSE Class 12 Physics exam presented a complex assessment, with a range of difficulty levels across different sections and question sets. While some students and educators viewed the paper as a fair and balanced evaluation of student learning, others found it excessively challenging and lengthy, with specific sections proving significantly more difficult than anticipated. The disparity in opinions underscores the importance of careful curriculum alignment, clear communication regarding syllabus modifications, and the need for educators to prepare students for a wide range of question types, including those requiring high-order thinking skills. The debate surrounding the exam’s difficulty level serves as a valuable opportunity to refine future assessment methods and ensure equitable assessment across all student populations.
Source: CBSE Board Exams 2025: Was Class 12th Physics paper difficult? What students, teachers say