CBSE Approves Open-Book Exams for Class 9 from 2026-27: A Shift Towards Conceptual Learning

The Central Board of Secondary Education (CBSE) has officially approved the introduction of open-book assessments (OBAs) for Class 9 students starting in the 2026-27 academic session. The decision, endorsed by the Board’s Governing Body in June, follows a successful pilot study and aligns with the National Curriculum Framework for School Education (NCFSE) 2023 under the National Education Policy (NEP) 2020.

Why Open-Book Assessments?

Contrary to the popular belief that open-book exams are “easier,” these assessments are designed to test much more than rote memory. They measure students' ability to understand, interpret, and apply concepts to real-world problems — skills essential for higher-order thinking.

According to the NCFSE, an open-book test allows students to access resources such as textbooks, class notes, and library materials while answering questions. This method shifts the focus from memorisation to processing information and synthesising ideas in different contexts.

The Pilot Study and Its Findings

In December 2023, CBSE launched a pilot study to explore the feasibility of OBAs for Classes 9 to 12. Conducted on “cross-cutting themes” from the curriculum — without introducing additional reading materials — the pilot examined completion times, student performance, and feedback from stakeholders.

Key findings included:

• Performance Range: Student scores varied widely, from 12% to 47%, showing that many struggled to use reference materials effectively or connect interdisciplinary concepts.
• Teacher Support: Despite the mixed performance, teachers saw clear potential in OBAs for fostering critical thinking and problem-solving.
• Need for Guidance: Feedback indicated that students require structured training to navigate resources efficiently and apply knowledge in varied contexts.

Integration into the Curriculum

From 2026-27, open-book assessments will become part of the three pen-paper assessments per term in Class 9, covering:

• Languages
• Mathematics
• Science
• Social Science

While CBSE will develop and standardise the framework, participation will not be mandatory. Schools will be encouraged — but not required — to integrate OBAs into their internal examinations.

Ensuring Quality and Consistency

One of the main challenges with OBAs lies in question design. For the approach to work, teachers must create questions beyond direct recall, requiring application, analysis, and synthesis. To address this:

• CBSE will create standardised sample papers for schools to follow.
• Training modules will be developed to help teachers frame effective OBA questions.
• Schools will receive clear guidelines on conducting and evaluating such assessments.

Reducing Exam Stress and Encouraging Real-World Skills

CBSE’s Governing Body emphasises that OBAs are not only about testing knowledge differently — they are also intended to reduce exam-related anxiety by shifting the pressure away from memorisation. By allowing access to resources, the assessments mirror real-world scenarios where professionals rely on references and tools to solve problems.

This move is also expected to:

• Encourage conceptual understanding rather than rote learning.
• Strengthen problem-solving abilities.
• Enhance critical thinking skills in students.

Learning from Past Attempts

This is not CBSE’s first experiment with open-book formats.
In 2014, the Board introduced the Open Text-Based Assessment (OTBA) for Class 9 students in Hindi, English, Mathematics, Science, and Social Science, and for Class 11 final exams in Economics, Biology, and Geography.

However, that initiative:

• Provided reference materials four months before exams.
• Failed to improve critical thinking significantly.
• It was discontinued in 2017-18 due to limited success meeting its objectives.

The new OBA model is expected to avoid the pitfalls of OTBA by:

• Integrating open-book questions into regular assessments rather than treating them as a separate module.
• Avoiding advance distribution of materials, students must develop real-time information-processing skills.
• Focusing on teacher training and question quality from the outset.

Capacity Building for Schools

Since OBAs demand a different approach to teaching and evaluation, schools will need to invest in:

• Teacher training for crafting higher-order questions.
• Student orientation to help learners adapt to the new format.
• Assessment redesign to balance traditional and open-book formats effectively.

CBSE has clarified that adopting OBAs will require capacity building, especially for schools unfamiliar with competency-based learning models.

Alignment with NEP 2020 and NCFSE 2023

The introduction of OBAs is in direct alignment with the goals of NEP 2020 and NCFSE 2023, which call for:

• Moving away from memorisation-heavy evaluation.
• Promoting conceptual clarity and application of knowledge.
• Incorporating diverse assessment methods to capture a student’s true capabilities.

By incorporating OBAs, CBSE is taking a decisive step toward implementing competency-based education nationwide.

What This Means for Students and Parents

For students, the change means:

• A shift in preparation style — understanding concepts will matter more than memorising facts.
• Learning to use textbooks and notes effectively under time constraints.
• Developing skills that will be useful in higher education and professional life.

For parents:

• Expectations must adjust; high scores in OBAs may not come instantly.
• Support at home can focus on helping children analyse and interpret information, rather than drilling facts.

Looking Ahead

With the rollout set for 2026-27, the next two years will be crucial for:

• Developing the framework and sample papers.
• Training teachers across CBSE-affiliated schools.
• Communicating the benefits and processes to students, parents, and educators.