The Central Board of Secondary Education Class X Social Science Board exam was scheduled on March 7, 2026 from 10:30 am till 1:30 pm. The paper followed a structured pattern designed to assess conceptual clarity and analytical skills. The exam carried a total of 100 marks, comprising an 80-mark theory paper and a 20-mark internal assessment.
The paper typically featured around 37–38 compulsory questions with internal choices provided within selected questions.
The theory paper is divided into four sections: History, Geography, Political Science, and Economics; each contributing 20 marks. The question paper consists of a variety of question formats including multiple-choice questions, very short answer questions (2 marks), short answer questions (3 marks), long answer questions (5 marks), and case-based questions (4 marks). Additionally, map work carries 5 marks in total, with 2 marks from History and 3 from Geography.
According to Ms Har Simran Lakra, TGT Social Science at Apeejay School, Pitampura, the paper was well-balanced and thoughtfully designed, with a clear emphasis on Competency-Based Questions (CBQs).
“The paper focused on assessing students’ conceptual understanding, analytical ability and interpretative skills, rather than relying primarily on rote memorisation. Students who had studied the chapters thoroughly and developed an understanding of the concepts were well positioned to perform confidently in the exam,” the educator said.
The question paper was systematically structured, incorporating a variety of question formats to evaluate different learning competencies, she added. “Each section contained a balanced combination of Multiple-Choice Questions (MCQs), assertion-reasoning items, match the following type items, short-answer questions, long-answer questions, case-based questions and picture-based questions. This diverse format ensured that students were assessed on their knowledge and application of concepts,” she shared.
A noticeable shift towards competency-based questions was evident. The assessment pattern reflected a gradual transition away from memorisation-based learning towards an approach that values conceptual clarity. This change aligns with the broader educational objective of promoting meaningful and skill-based learning.
“Certain MCQ questions contained subtle conceptual twists, particularly in areas that required deeper understanding of the chapters. These questions encouraged students to think critically rather than rely solely on memorised information. Some questions also required the interpretation of geographical information and the ability to identify relationships between concepts, rewarding those who had studied the content comprehensively,” she said.
The overall level of difficulty was balanced, with a combination of easy, moderate and slightly challenging questions. “This distribution ensured that students with varying levels of preparation had a fair opportunity to demonstrate their understanding,” the educator said in conclusion.