Inside CBSE’s OSM rollout: How a digital evaluation reform spiralled into a national controversy

When the Central Board of Secondary Education (CBSE) introduced its On-Screen Marking (OSM) system for the 2026 Class 12 board examinations, the move was presented as a major step toward modernising India’s examination process.

The digital evaluation system was expected to reduce logistical challenges, speed up assessment and improve transparency by allowing answer sheets to be scanned and evaluated electronically rather than physically transported between centres.

Instead, within weeks of the declaration of results, the rollout became the centre of one of the biggest controversies in recent years involving India’s school examination system.

What began with student complaints about answer sheets and marks soon expanded into a much larger debate involving procurement processes, cybersecurity vulnerabilities, vendor scrutiny, political allegations and growing concerns about whether one of the country’s most important examination reforms was implemented before the system was fully ready.

The first signs of trouble

The controversy gained momentum after students began reporting problems while accessing answer sheets and post-result services.

Across social media platforms and student forums, complaints emerged about allegedly blurred answer-sheet scans, missing pages, incorrect answer books being linked to students and responses that students claimed had not been evaluated.

CBSE acknowledged at least one case in which a student was shown the wrong answer sheet and said corrective measures were taken. The board, however, maintained that isolated incidents should not be treated as evidence of systemic failure.

For many students, the issue extended beyond marks.

Class 12 results directly influence admissions, scholarships, counselling processes and entrance examination planning. Delays or doubts surrounding evaluation can create uncertainty during a period when students are simultaneously navigating university applications and competitive examinations.

The tender documents that changed the debate

The controversy moved beyond student grievances after a blog written by 17-year-old Jharkhand student Sarthak Sidhant went viral.

Using publicly available tender documents, Sidhant compared different versions of CBSE’s procurement process related to the OSM system and alleged that several eligibility and technical requirements had been altered across multiple tender rounds.

His analysis claimed that certain conditions were relaxed in ways that ultimately allowed Hyderabad-based Coempt EduTeck to qualify for and secure the contract.

The blog rapidly circulated across student communities and social media platforms before being amplified by opposition leaders, including Rahul Gandhi, who demanded an independent inquiry into the tender process.

Neither the blog nor subsequent political statements provided conclusive proof of wrongdoing. However, they shifted public attention toward procurement decisions and raised broader questions about transparency in the award of the contract.

Questions raised by investigative reports

The issue gained further traction after independent media organisations began examining the tender process.

A detailed investigation published by Newslaundry reviewed procurement documents and reported that several clauses had changed between different tender rounds.

The report highlighted concerns raised by observers over modifications in eligibility requirements, changes in blacklisting-related language and the removal of certain performance-related conditions.

The report did not conclude that rules had been violated but argued that the changes warranted closer scrutiny.

CBSE rejected allegations of favouritism and maintained that the contract was awarded in accordance with established procurement rules and General Financial Rules governing public contracts.

The board has repeatedly stated that due process was followed and described allegations of manipulation as misleading.

The cybersecurity dimension

As the procurement debate intensified, a separate controversy emerged around digital security.

Students and cybersecurity researchers claimed to have identified vulnerabilities within parts of the OSM ecosystem. Concerns were raised about possible exposure of answer-sheet data and weaknesses in certain online systems associated with the evaluation process.

The Internet Freedom Foundation later sought clarification from authorities regarding the reported vulnerabilities.

CBSE responded by stating that the actual evaluation platform had not been hacked and argued that reports were incorrectly conflating a testing environment with the live evaluation infrastructure.

Even so, the controversy highlighted a larger concern that accompanies the digitisation of high-stakes examinations: whether cybersecurity preparedness has evolved at the same pace as technological adoption.

What teachers and evaluators experienced

While student complaints dominated public discussions, reports from teachers and evaluators suggested that the transition may also have presented operational challenges.

Several media reports cited evaluators who described adapting to a new digital assessment workflow within a relatively short period. Some teachers reportedly raised concerns about training, system responsiveness and the practical challenges of evaluating scanned answer scripts on screens rather than physical copies.

There is currently no publicly available evidence suggesting that these concerns directly affected results on a large scale. However, they have contributed to questions about whether the nationwide rollout was preceded by sufficient testing and preparation.

A larger debate on educational reform

The OSM controversy has unfolded at a time when India's education system is increasingly moving toward technology-driven administration.

From digital admissions and online learning platforms to computer-based entrance examinations, technology now forms the backbone of many academic processes affecting millions of students.

Supporters of digital evaluation argue that such reforms are necessary and that implementation challenges are inevitable during large transitions.

Critics counter that reforms involving high-stakes examinations require extensive testing, robust contingency planning and transparent oversight before nationwide deployment.

The debate has therefore expanded beyond a single contract or vendor.

At its core lies a broader question confronting educational institutions across India: whether digital transformation is being matched by equally strong investments in infrastructure, accountability and system readiness.

More than an examination controversy

For CBSE, the issue is no longer limited to complaints about marks or answer sheets.

The controversy now touches on public trust in examination systems, procurement transparency, data security and the ability of institutions to manage large-scale technological transitions.

As investigations, political scrutiny and public discussions continue, the OSM rollout has become a case study in the challenges of digitising critical educational processes that affect millions of students every year.

Whether the controversy ultimately results in policy changes, technical reforms or formal inquiries, it has already exposed the pressures that emerge when technology, governance and high-stakes examinations intersect.