Open-Book Examinations for Grade 9 Students by CBSE - A Stress-Reducing Measure or a Risk to Solid Educational Bases? Parents and Pupils Require Alerts
Open-book assessments (OBAs) are causing a stir in the educational landscape of India, promising to revolutionise the traditional exam culture. These assessments, which encourage active learning and critical thinking, are being heralded as a means to reduce reliance on rote memorisation, alleviate exam stress, and boost student confidence.
The shift towards understanding and reduced exam stress is not lost on students. Anish Dixit, a student, expresses his belief that open-book exams reduce pre-exam anxiety and make it easier to think critically, leading to better performance. Nageshwari, a Grade 9 student from Orchids International (Mysore Road), echoes this sentiment, stating that open-book exams help her get a clear idea of concepts and reason things out better.
However, not everyone is convinced. Some parents express concerns that open-book exams will weaken the foundation of children's knowledge. Manoj Sharma, from the Delhi Parents Association, proposes that examinations should assess a student's comprehensive understanding of the entire textbook rather than relying on model papers.
Principals, on the other hand, are optimistic about the potential benefits. Anju Soni, Principal of Shiv Nadar School, Noida, believes that their faculty's extensive professional development will ensure a quick adaptation to the new assessment format. Jyothi Malhotra, principal of The Somaiya School, Mumbai, views the need for teachers to formulate questions requiring analysis and application as a positive challenge.
Practical challenges do exist, including supervision during exams, redesigning lesson plans, and ensuring gradual adaptation. To address these challenges, principals like Jyoti Arora, Principal of Delhi World Public School (Noida Extension), and the Principal of Orchids The International School (Mysore Road) are calling for training workshops, sample papers, and structured frameworks from CBSE for both students and teachers.
Open-book examinations also promote active involvement and dialogue between students and teachers, fostering transparency and self-assessment. For teachers, this means providing clear, understandable performance criteria and maintaining a responsible evaluation process that supports student learning and communication.
Despite misconceptions about OBAs, such as the belief they guarantee easy marks, it is important to remember that they demand even stronger conceptual understanding. As the education system continues to evolve, open-book assessments may very well be the key to unlocking a more effective and less stressful exam culture for students in India.
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