Abstract

An epistemological perspective on Open Book Examination (OBE) defines it as an assessment method that prioritizes the application of knowledge and understanding over mere memorization. This format highlights the importance of reasoning, critical thinking, and problem-solving skills by allowing students to utilize reference materials such as textbooks and notes during exams. OBE aligns with constructivist educational theories. In the context of education, assessment is regarded as a rational process (Suchman, 1972). Evaluating students provides an opportunity to scrutinize teaching and learning methods, which in turn influences future instructional strategies (Izard, 1992; Johnson, 1977). OBE is one such assessment method, permitting students to consult their textbooks, lecture notes, and other resources while answering questions. This approach focuses more on developing reasoning abilities than on simple fact recall (Tussing, 1951). Paulo Freire's banking concept of education critiques traditional teaching methods that treat students as passive recipients of information, favouring rote memorization over critical thinking. In contrast, Open Book Examinations encourage active engagement with materials, promoting deeper understanding and the practical application of knowledge. OBE supports Freire's principles of critical pedagogy by allowing students to choose their resources and fostering discussions that respect their viewpoints. This model emphasizes reasoning and problem-solving, transforming the teacher's role from mere information provider to a facilitator of inquiry and understanding. Ultimately, OBE represents a shift away from the banking model, creating a dynamic learning environment that values independent thought, self-reliance, and collaborative knowledge building. However, concerns regarding diminished original thinking, overdependence on resources, and inadequate evaluation of critical skills have been expressed by Super 30 director Mr. Anand Kumar with open-book exams. The Central Board of Secondary Education (CBSE) has taken the initiative to implement Open Book Examinations, marking a transition toward more progressive and inclusive educational practices that emphasize understanding and knowledge application. As Dr. Pragya M. Singh, the CBSE Director, noted, the introduction of Open Book Exams is aimed not only at assessing students' memorization abilities but also enhancing their critical thinking and analytical skills (Singh, 2021). By tackling the challenges associated with OBE, CBSE aims to establish a more effective and equitable assessment framework for students.