In India, the examination system in school has remained unchanged for so many years. It is stressful and puts burden on the students. The ability of the students is judged on the basis ofone annual examination. In this system, performance of the students in one single examination is the sole criterion for success and not success. Scoring more and more marks in exams has become the only aim of students. If this system is better then those who scores high in these exams must be more successful in their life and rest are unsuccessful, but unfortunately it is not true. So there is an urgent need to reforms our current examination oriented school education system and make the examination system that focus on problem-solving, critical thinking and reasoning skills. Such reforms will change the teaching-learning processes and improve learning outcomes. In recent years, Continuous and Comprehensive Evaluation has been strengthened so that students are assessed on an ongoing basis for their holistic development, a system of grading in place of marks has been introduced the eliminations of excessive element of chance and subjectivity, de-emphasis on memorization. The objectives are to look at the existing systems and suggest reforms which would help better assessment of students so that they perform well on practical front, marks of any examination won’t work there only knowledge will work there.The present study set out to explore the various reforms in the existing examination system as inputs to the New Policy of Education 2016. The Paper explores and suggests various recommendations to bring much needed reforms in the examination systems.