Experts say the reform could shift focus from rote learning to reasoning and application, but challenges in training, design, and equity remain.
With insights from Pooja Nagpal, Doctoral Researcher, Centre for Educational Measurement and Assessment, University of Sydney
A landmark shift in India’s exam system
The Central Board of Secondary Education (CBSE) has approved the introduction of Open-Book Assessments (OBA) for Class 9 students starting from the 2026–27 academic year. The move marks a significant reform in India’s long-standing exam culture, traditionally dominated by rote memorization.
The reform aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) 2023, which emphasize competency-based education focused on application, critical thinking, and conceptual understanding.
What are open-book assessments?
Open-book assessments allow students to refer to textbooks, notes, or other resources during exams. However, their goal is not to make exams easier, but to test how well students interpret, analyze, and apply information to solve problems.
Research suggests that well-designed OBAs can reduce exam anxiety and promote deeper learning when integrated effectively into regular teaching and evaluation cycles.
The real challenge: Implementation and teacher training
According to Pooja Nagpal, doctoral researcher at the Centre for Educational Measurement and Assessment, University of Sydney, “The challenge isn’t in allowing students to bring books, but in reimagining how we design questions, train teachers, and ensure fairness.”
Experts warn that for OBAs to work, teachers must be trained to create conceptually rich, open-ended questions that assess reasoning rather than recall. Without this shift, the reform risks becoming a superficial procedural change that reinforces existing rote-learning practices.
Equity concerns across schools
One of the major hurdles lies in ensuring fairness. Students in resource-rich schools may receive better preparation, annotated materials, and coaching, while those in under-resourced schools could be left behind.
To ensure equity, CBSE must prioritize capacity-building, offer standardized sample papers, and provide clear communication and training support to schools nationwide.
A reform with transformative potential
If executed thoughtfully, the OBA reform could go beyond exam restructuring and fundamentally redefine how India perceives learning. With adequate piloting, feedback, and continuous teacher development, it can make assessment a tool for critical thinking rather than rote recall.
As Nagpal highlights, “The success of OBAs will hinge not on the materials in students’ hands, but on the system’s resolve to make assessment a space for thinking rather than testing.”
