What is Open Book Exam in CBSE (OTBA), The Central Board of Secondary A textual material may be in the form of an article, a case study. Guidelines for CBSE exams for newer version open book in this exam, Also text material for exam will be given to students in advance. All the formalities for conducting the Open Book Exam in CBSE The CBSE has released on Tuesday the text and pictorial material from which.
|Language:||English, Spanish, German|
|Distribution:||Free* [*Sign up for free]|
New Delhi: CBSE has proposed to introduce an 'open book examination' CBSE would bring out guidance material for students and parents to solve their. The main idea behind implementation of CBSE Open Book Exam is to inculcate the habit of reading, understanding and doing away completely. CBSE to introduce open-book examination in next year and the board has already released the study material for the examination.
An open book question provides the candidates with the theory the question is examining and then asks them to demonstrate their ability to apply the theory to a scenario. Radical and puzzling though the idea may sound to those who are used to conventional examinations, it is ideally suited to teaching programmes that especially aim at developing the skills of critical and creative thinking. This may sound at first that all one will need to do is look up the answer the day of the test—and thus a very easy type of test to take.
However, this is not how this sort of test typically works.
In fact, these are often quite difficult, as an open book exam requires a genuine understanding of the material and be able to interpret, think critically, and present an organized and well written answer. But with a bit of preparation, note taking skills, and test taking strategies, one can succeed your next open book exam.
In order to justify the use of open book examination and to appreciate its merits it is first of all necessary to understand the nature of teaching programmed in general. This approach to education treats the information content of a subject to be the most essential. Based on the above approach, most conventional examinations test, students memorise the information in class notes and textbooks, and transfer it to answer books during the examination.
In this type of examination, success depends on the quantity of information memorised, and the efficiency with which it is reproduced.
That is, teaching should equip students with the ability to acquire knowledge, to modify existing knowledge on the basis of new experience, to build new knowledge, and to apply available knowledge to solve problems and make intelligent decisions.
If this view of education is accepted, then the main focus of teaching will be on the skills of acquiring, modifying and creating knowledge, that is, on processing information, rather than on the information content itself. In other words, the focus shifts from rote learning to the development of certain mental faculties This can be done by activating learning through questions, exercises, projects, assignments, and so on, and sustaining and guiding it by providing comments, criticisms, and other forms of feedback.
In order to achieve this goal, conventional memory testing examinations must give way to examinations that test the intellectual skills of the student. If the purpose of an examination is to test the information that students have memorised, open book examinations are inappropriate, since students can easily transfer the information in the textbook or lecture notes to the examination paper.
On the other hand, if the examination tests the skills of problem solving and critical thinking, then there is no harm in students consulting their text books and class notes.
If students have to evaluate a conclusion that crucially involves their understanding of the concept, reproducing what the text book says would be pointless In an open book examination, it is meaningless to ask memory oriented questions ,since all that the student has to do is copy the relevant information from the textbook directly into the answer book. In a closed book examination, the student first copies the information from the textbook to his memory, and then copies it into the answer book.
This intermediate stage of memorization is what open book examinations attempt to eliminate. The basic difference between closed book examinations and open book examinations is that the former can still be used to evaluate how much the students have memorised, while the latter cannot.
Understand the rationale behind an open book exam. Open book exams do not rely on learn-and-regurgitate learning.
Instead, you will have the information in front of you, but what you will be asked is typically quite involved. Open exams are meant to teach students how to take information and apply it in a thoughtful, deep manner. In an open book exam, the focus is not on memorizing information but applying that information.
What this means for you is that you will not simply be summarizing material from a textbook. You will be interpreting it in the context of specific questions and scenarios. Types of open book exams: There are generally two types of open book exams: 1- Restricted type 2- Unrestricted type.
In a restricted exam material is limited to specific documents, such as a single set of notes or single textbook. In the restricted type of open book examinations, students are permitted to bring into the examination room one or more specific documents approved by the course instructor. In the restricted open book examination, students may be permitted to consult printed documents but no handwritten material or printed documents which have not had prior approval.
The printed documents that students bring do not contain any scribbles on the margin. In this type of examination, the approved documents function more or less as appendices to the question paper itself. These examinations are not radically different from closed book examinations. In an unrestricted exam, there is no limit on what can be brought into the exam room or take-home test. In the unrestricted type of open book examinations, students are free to bring whatever they like.
There are no restrictions on what the students can bring in an unrestricted open book examination. They may bring any books with or without scribbles on the margin , lecture handouts, or hand written notes.
The use of such examinations demands that the course focuses on a set of intellectual skills, rather than on the information content , and that no content based questions be asked in the examination. When used properly, it will be pointless for students taking the unrestricted open book examinations to consult any material they have brought, because the questions will be designed in such a way the answers will not be found in the textbooks, handouts or class notes.
Locate and mark key information beforehand. Organize your textbook beforehand to locate key information quickly. For this flip through your book to easily spot the highlighted sections. Circle key words in questions e.
Manage your time At the beginning of the exam, divide the time you have by the number of marks on the test to figure out how much time you should spend for each mark and each question. Leave time for review. These types of questions contain information that may help you answer the essay part.
Start by answering the easiest question, progressing to the most difficult at the end. Generally write in sentences and paragraphs but switch to point form if you are running out of time.
Discuss relationships between facts and concepts, rather than just listing facts. Include one item of information concept, detail, or example for every mark the essay is worth. Organize the plan around a central thesis statement.
Order your subtopics as logically as possible, making for easier transitions in the essay. To avoid going off topic, stick to the outline as you write. Hand in the outline. Some professors or TAs may give marks for material written on it.
Write the essay quickly, using clear, concise sentences.
Maintain a clear essay structure to make it easier for the professor or TA to mark: A sentence introduction, including a clear thesis statement and a preview of the points. Include key words from the question in your thesis statement.
Body paragraph each containing one main idea, with a topic sentence linking back to the thesis statement, and transition words e. A short summary as a conclusion, if you have time.