To test the foundational knowledge alongside conceptual understanding, application, reasoning, and problem-solving beyond traditional annual exams, the Council for the Indian School Certificate Examinations (CISCE) has introduced Student Holistic Insight and Nurturing Evaluation (SHINE) 2026 for ICSE schools.
The programme follows a pilot conducted last year, in which around I lakh students from 273 schools across India participated. The competency-focused assessment will be conducted digitally for students of classes IV, VI, and IX, while assessing competencies corresponding to classes III, V, and VIII. Speaking to Education Times, Joseph Emmanuel, chief executive and secretary, CISCE, says the key objective of SHINE is to understand how well students can use their learning, with a focus on understanding, application and reasoning.
The assessment is aligned with the vision of the National Education Policy (NEP) 2020, which recommends periodic assessment at key stages to track student development, provide diagnostic feedback, and improve teaching and learning.
Selected Classes
Unlike the usual assessment process, in which students are evaluated on the learning outcomes based on textbook knowledge, SHINE evaluates students against competencies developed in the preceding class.
For instance, class IV students will be assessed on competencies expected at the end of class III, while students in classes VI and IX will be assessed on competencies acquired in their previous classes.
This allows CISCE to ascertain whether students have acquired the competencies expected at the end of each session to assess the level of learning. “All the students from participating schools are expected to contribute to the evaluation process.
This helps in obtaining a reliable picture of learning outcomes, rather than limiting the assessment to a selected group of students,” he says.
Assessment Process
The assessment has been designed around competencies outlined in the National Curriculum Framework for School Education (NCF-SE) 2023, with corresponding learning outcomes identified in the CISCE curriculum for the respective key stages.
“SHINE 2026 will cover English, Mathematics and Science, along with a component of socio-emotional learning.
The digital assessment will examine foundational knowledge alongside conceptual understanding, application, reasoning, and problem-solving. Rather than relying only on familiar textbook-style questions, tasks will be presented in unfamiliar and real-life contexts,” says Emmanuel.
Students could be required to interpret information, infer meaning from a passage, identify patterns, apply mathematical concepts to everyday situations or reason from observations in science.
This approach is intended to assess whether students can transfer their learning to situations beyond those directly practiced in the classroom.
The assessment format will vary for different classes. For classes VI and IX, SHINE will use multiple-choice questions, while class IV students will take a game-based digital assessment. The class IV assessment will include tasks involving selected responses, sequencing, and categorisation.
The format is intended to assess competencies through age-appropriate digital tasks rather than conventional question-and-answer papers. “The assessment will be conducted digitally under the supervision of schools and in accordance with the guidelines provided by CISCE,” says Emmanuel.
Evaluation Purpose
CISCE SHINE is a competency-focused assessment, and the results will not be added to students’ annual examination results.
The reports will provide scaled scores, proficiency levels, and competency bands, giving students and schools a clear picture of performance across the competencies assessed. A student’s performance will also be presented in relation to the school average and the CISCE average.
“At the student level, the reports will help identify specific areas of strength and learning gaps. At the school level, they will provide a holistic picture of learning across the assessed competencies, enabling schools to identify priority areas and plan appropriate academic interventions.
The purpose is to provide meaningful, actionable information to support student and school-level improvement, rather than to rank students,” he adds.
Implementation Challenges
The emphasis on diagnostic feedback is central to SHINE. The teachers will be trained to interpret the assessment to understand the learning needs. The objective is to use the assessment data to tweak the teaching and learning pattern in the future.
For CISCE, one of the key challenges will be implementing a digital assessment across schools with varying levels of infrastructure and preparedness while ensuring that it is administered consistently. Ensuring participation of all students in the identified classes is another consideration. “CISCE has introduced measures to support schools to participate. The technical requirements have been communicated through an official circular; email and WhatsApp helpdesk support will be available to assist participating schools with any operational issues,” says Emmanuel.
Online training sessions and webinars at different stages of the assessment will further familiarise schools with the assessment process and help them understand and interpret the assessment reports. “The aim is to minimise operational difficulties and ensure that students across schools have a comparable assessment experience, while enabling schools to conduct CISCE SHINE with confidence,” he adds. The evaluations are scheduled to be held from November 15 to November 30, 2026.
