CBSE’s Open-Book Assessments for Class 9: Less stress, more learning or weaker foundations? Concerns loom large

According to the Board, these assessments will cover languages, Mathematics, Science, and Social Science, and will be part of the three pen-paper tests conducted each academic year. Students will be allowed to consult textbooks, class notes, and approved reference material while answering the papers. The CBSE further said in its announcement that the format is in line with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE), both of which stress ‘competency-based learning’.

What are open-book exams?

Unlike conventional exams that primarily evaluate the student’s ability to recall ‘textbook-lessons’, open-book exams allow students to bring in resources, such as textbooks, printed content, or other material as specified by the school, and use them while answering questions.

However, the availability of material does not make the exam easier. The challenge for students lies in knowing what to look for and how to use it. For example, in a Science paper, students may have all the formulas in front of them, but the real task is to interpret data, analyse patterns, and apply principles to solve a problem.

Lessons from CBSE’s past experiment

This is not the first time CBSE has attempted such a reform. In 2014, it launched the Open Text-Based Assessment (OTBA) for Classes 9 and 11. Students were given reference material months in advance, and questions were drawn from those texts. However, the board discontinued OTBA by 2017, concluding that it had not meaningfully developed critical or analytical abilities.

In the notification too, the Board mentioned that during the pilot study, they observed some performance challenges; however, these challenges could be worked out with teachers’ support, standardised sample papers, with high-quality questions quality which promote critical thinking among the test takers.

This time, CBSE is expected to provide sample papers, teacher-training modules, and assessment frameworks to guide schools. Several principals recommended that the rollout be phased and supported with feedback loops between schools and the board. Along with teachers, students will also need guidance on how to attempt and how they can use those skills in real world scenarios.

The new OBA scheme differs in its structure and intent, with greater emphasis on integrating the approach into regular exams and hence aligning it with NEP’s broader vision. It is also pertinent to note that the rollout of OBE is optional. Schools, according to their academic plan, can try and test and can also leave the rollout.

Why now?

Though NEP 2020 does not specifically mention open-book exams, it strongly advocates competency-based education, where assessments test understanding and application. Here, it is important to note that the National Curriculum Framework for School Education (NCFSE) highlights open-book examinations as a potential method of assessment.

In such tests, students are permitted to consult materials like textbooks, class notes, or library resources while responding to questions. This format is designed to evaluate how effectively learners can interpret and utilise information, applying it across different scenarios.

According to the NCFSE, open-book tests encourage a transition from simple memorisation to deeper skills like application and synthesis. It seems CBSE’s decision to revisit OBAs can be a part of this transition.

Several principals, speaking to indianexpress.com, noted that the timing reflects both a policy push and classroom reality. As Dr Anupama Sagdeo of DPS Lava-Nagpur put it, “Assessments that reward understanding over memorisation can transform the classroom culture into one that values inquiry, evidence-based reasoning, and critical thinking.” But how are schools preparing?

Across schools, principals welcomed the announcement but acknowledged the challenges of implementation. They also mentioned that without teachers’ training and standardised material modules, the objectives of the OBA could not be achieved.

Teacher training question design and challenges

Many pointed out that OBAs will only work if teachers are able to frame questions that demand analysis and application. Jyothi Malhotra, principal of The Somaiya School, Mumbai, explained that teachers see this as an opportunity: “They are willing to take the challenge because it pushes them to design assessments that test higher-order thinking rather than recall. This, in turn, makes learning more significant.”

Principals from Delhi World Public School (Noida Extension), Jyoti Arora and Orchids The International School (Mysore Road) echoed the view that training workshops, sample papers, and structured frameworks from CBSE for both students and teachers would be crucial. Shiv Nadar School, Noida’s Principal Anju Soni, added that its faculty already undergoes extensive professional development, hoping that their students and teachers to adapt quickly.

They also pointed out that some supervision during exams, redesigning lesson plans, and ensuring gradual adaptation are some of the practical challenges. “It’s a shift that requires planning,” Malhotra noted, “but the long-term benefits make it worthwhile.”

Student and parents’ readiness

Students see open-book exams as a shift towards understanding and reduced exam stress. For some students, the open-book format represents a welcome shift from rote learning to deeper comprehension; however, some parents claim that it will weaken the foundation of children.

Nageshwari, a Grade 9 student from Orchids International (Mysore Road), said, “It helps us get a clear idea of the concepts and reason things out better… what we learn actually stays with us.” Her schoolmate, Anish Dixit, added that open-book exams reduce pre-exam anxiety: “Since we don’t have to rely completely on memorisation, the burden is lighter. A relaxed mind makes it easier to think critically and perform well.”

Manoj Sharma of the Delhi Parents Association also supported the idea, suggesting exams should test comprehension of the entire book rather than focus on model papers. “To take it a step further, could we do away with question banks, model question papers, and important topics. Instead, let’s encourage students to thoroughly read and comprehend the entire book. Exam questions could then be drawn from any line or paragraph, promoting deeper understanding and learning,” he said.

However, Sanjeev Kumar Bansal, a parent of two children, is not optimistic about the OBA. “It will drastically reduce the time devoted towards the studies, and that time will go to more mobile use and watching TV. To evolve easy techniques in education is harming our country to produce some of the finest doctors, engineers or CAs,” he said.

Agreeing with Bansal, Pankaj Gupta said, “If a child does not have any need to memorise any syllabus, then why will he or she use his brain? This will also impact their intellectual capability. Class 9 is the time when the mental capacity of a student develops. Examinations conducted with open books will not only affect intellectual development but will also weaken the foundation of children. I believe that exams should not be conducted with open books.”

Schools, however, remain hopeful. Malhotra said mock OBAs will train students to locate and apply information under time limits, helping them meet the learning objectives. Devyani Mungali, Founder & Director of Sanskriti Group of Schools, Pune, added that mock assessments are critical to prepare the students for the OBAs, she said “Students need structured practice to develop the skill of filtering information quickly under exam pressure. Without rehearsal, they may struggle to use resources effectively.”

How will it make an impact on the overall learning culture?

Many educators believe that if implemented thoughtfully, open-book assessments (OBAs) could reshape exam culture. By reducing reliance on rote memorisation, OBAs are expected to ease exam stress and help students approach tests with greater confidence. Teachers also argue that the format encourages self-learning, since success depends on a student’s ability to organise, interpret, and apply information—skills that promote independence and responsibility. Moreover, as Malhotra pointed out, the system mirrors assessment styles used in universities, offering students better preparation for research-based learning and higher education outcomes.

However, stakeholders caution that the shift may initially be unsettling for both students and teachers. Misconceptions about OBAs persist, with many students assuming that the format will guarantee easy marks. “In reality, it demands even stronger conceptual understanding,” said Dr Sagdeo.