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On 18th March, the Dean of Academic Affairs (DoAA) issued a communication to Y25 (first-year) students mandating participation in a Non-Verbal Abstract Reasoning Assessment, described as part of a supervised research study in Cognitive Science.
Soon after the email was circulated, discussions emerged across various student platforms, with many students expressing dissatisfaction and concern over the directive, particularly the clause stating that non-participation could result in the withholding of final grade sheets.
In light of these reactions, Vox Populi reached out to the DoAA to better understand the intent, scope, and implementation of the assessment.
The Assessment and Initial Concerns
According to the original communication, the assessment consists of 30 grid-based pattern-matching puzzles to be completed in 40 minutes under supervised conditions.
While the exercise itself appeared academically straightforward, the manner of its enforcement became a point of concern for students. The linkage between participation and grade release led to questions about whether the exercise functioned as a research study or as a compulsory academic requirement.
DoAA’s Clarification
In its response to Vox Populi, the DoAA provided additional context regarding the purpose of the assessment.
The exercise, according to the administration, is part of a broader initiative connected to national-level examination design. The reasoning-based questions being tested are under consideration for inclusion in future entrance examinations such as JEE Main and JEE Advanced. To evaluate their effectiveness, trial runs are being conducted across IITs, including IIT Kanpur.
Y25 students, as a first-year cohort, have been selected as a suitable sample group for this process.
Addressing concerns regarding enforcement, the DoAA clarified that the mention of withholding grade sheets was intended primarily as a measure to ensure adequate participation for reliable data collection. It further indicated that this clause is not expected to be enforced strictly in practice.
Scope and Selection
Another aspect that has drawn attention is the restriction of the assessment to Y25 students. The directive does not extend to other undergraduate batches (Y24, Y23) or postgraduate students.
The administration attributed this decision largely to logistical considerations. First-year students typically follow more uniform and centrally coordinated schedules, making it feasible to organize a common assessment slot. In contrast, students in later years have more varied timetables due to electives and departmental courses, complicating large-scale coordination.
While this provides a practical explanation for the selection of Y25, the choice continues to be a point of discussion among students.
Continuing Questions
The clarification from the DoAA provides insight into the intent behind the exercise, particularly its connection to national examination frameworks.
At the same time, the situation highlights broader questions about how such initiatives are framed and communicated within academic institutions, especially when they fall at the intersection of research and mandatory participation.
As institutions increasingly engage in large-scale academic and policy-linked exercises, the balance between institutional requirements, data collection needs, and student expectations remains an evolving conversation.
Written By: Amogh R N
Edited By: Amogh R N
