Answer

Introduction

Open book examinations (OBEs) are gaining attention as education shifts from rote memorisation to competency-based learning. By allowing access to textbooks, notes, or digital resources during assessments, they emphasise application, analysis, and problem-solving over recall, reflecting the growing focus on connecting concepts to real-world contexts.

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Merits of Open-Book Exams

• Promotes conceptual understanding over rote learning: Students are evaluated on their ability to connect ideas and apply concepts rather than memorise facts, encouraging deeper learning.
  Eg: Norwegian study (2000) found OBE students looked for connections between ideas instead of recalling facts.
• Reduces exam-related stress: Having access to reference materials lowers anxiety levels, helping students focus on problem-solving rather than memorisation.
  Eg: AIIMS Bhubaneswar research reported medical students experienced lower stress in OBE settings.
• Encourages higher-order thinking skills: The format pushes students to analyse, interpret, and synthesise information instead of giving direct factual answers.
  Eg: Hong Kong study (2004) showed OBEs measured different abilities than traditional exams.
• Enhances real-world skill development: Mirrors workplace problem-solving scenarios where professionals use available resources to arrive at solutions.
  Eg: AICTE’s 2019 approval for engineering colleges recognised OBEs as relevant.
• Accommodates diverse learning styles: Students can use prepared materials in a way that suits their preferred study methods and strengths.
  Eg: NEP 2020 and NCERT’s National Curriculum Framework promote competency-based learning.
• Improves performance for weaker students: Benefits those who may struggle in memory-heavy exams by giving them a fair chance to demonstrate understanding.

Demerits of Open-Book Exams

• May lead to shallow preparation without proper training: Students might over-rely on materials without engaging deeply with the subject content.
  Eg: Hong Kong study (2004) found first-time OBE takers prepared shallowly, focusing mainly on instructor handouts.
• Challenges in time management during the exam: Students may spend excessive time searching for answers instead of focusing on critical analysis.
• Digital divide and technical barriers in online OBEs: Unequal internet access or poor connectivity can disadvantage students in remote or low-resource areas.
  Eg: India-based Cambridge University Press pilot found patchy internet was a major drawback.
• Risk of superficial use of materials: Students may focus on quickly locating content rather than processing and integrating it.
• Implementation complexities and inconsistency in outcomes: Requires clear guidelines, proper training, and strict resource management to ensure fairness.
  Eg: CBSE’s OTBA (2014–17) was dropped for failing to build the intended critical abilities.
• Implementation Challenges in School Boards: CBSE’s OTBA (2014–17) was dropped as it failed to significantly enhance critical thinking, showing the difficulty of integrating OBEs in high-stakes exams.
  

Conclusion

To maximise the benefits of open-book exams, institutions should provide training in question analysis, information retrieval, and application skills, adopt blended assessments that balance recall with application, ensure equitable digital access, and regularly reform question design in line with NEP 2020’s competency-based approach. This will promote deeper learning, critical thinking, and practical problem-solving while addressing current shortcomings.

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