Pune: Class 9 Students Excluded from Foundational Assessment This Year
Pune, 14th July 2025: In a surprising move, the State Council of Educational Research and Training (SCERT) has excluded Class 9 students from this year’s foundational assessment (Paaibhoota Chachani) conducted across Maharashtra’s government, local body, and aided private schools. Last year, Class 9 was included in the schedule, raising concerns among educators and parents over the inconsistency.
SCERT recently released the timetable for three periodic assessment tests for the academic year 2025–26. As per the schedule, students from Classes 2 to 8 will undergo foundational assessments from August 6 to 8, covering first language, mathematics, and third language (English). The assessment will be based on the curriculum of the previous class and test basic learning competencies.
Foundational Assessment Schedule:
August 6: First Language
August 7: Mathematics
August 8: Third Language (English)
Schools have been given flexibility to conduct exams in morning or afternoon sessions. In case of local scheduling conflicts, prior approval from SCERT will be required. Oral tests must be conducted individually after written exams, with provisions to extend them to the next day if needed due to a large number of students.
Question papers will be provided by SCERT between July 14 and July 28, customized per student.
While reviewing last year’s assessment schedule, educators noted that Class 9 students were included in 2024. However, this year’s exclusion has raised eyebrows in the academic community. Former headmaster Mahendra Ganpule expressed concern over the sudden change:
“Initially, the foundational assessment included only Classes 2 to 8. Last year, Class 9 was added. Now it’s been excluded again without explanation. This seems like an inconsistent policy decision that deserves clarification.”
However, no official explanation has been received from SCERT yet for the exclusion of Class 9 students.
Educational experts argue that Class 9 is a crucial preparatory year for board exams, and such assessments are vital for evaluating learning outcomes and guiding interventions. They believe that the absence of clear communication regarding policy shifts could create confusion and undermine the assessment process.
