The document discusses open book exams (OBE), known as Open Text Based Assessment (OTBA) in India. It provides background on OBEs, their objectives according to CBSE in India, and guidance for students and teachers. The key points are: 1) OBEs aim to test understanding over memorization by allowing students to use notes and textbooks during the exam. However, questions require applying knowledge not just copying answers. 2) CBSE aims for OBEs to relieve memorization stress and develop skills like comprehension, analysis, and inference. They require 500+ word essay answers testing higher-order thinking. 3) Teachers must prepare students by guiding analysis and discussion of supplied text material

2. OTBA
A DREAM COME TRUE OR A
NIGHTMARE?

3. What is An Open Book Exam?

4. An "open book examination" is one in which examinees
are allowed to consult their class notes, textbooks, and
other approved material while answering questions.
An Open Book Exam is a class test in which students are allowed
to refer to their textbooks, notes, and/or a one-page study sheet
or index card.
Open-book exams are a means of reinforcing the knowledge that you
have just gained. Generally, the types of questions you find in an
open-book test are not straight out of the book. In other words, you
WILL NOT BE ABLE TO SIMPLY CUT AND PASTE your answers. The
open-book test will require you to USE the information you find in
the book and apply that information to the questions.
In an open book exam, you are evaluated on understanding
rather than recall and memorization.

5. Why an Open Book Exam?

6. CBSE Circular Acad-69/2013 of September says
The main objective of introducing OTBA is to relieve
the students from the burden of mugging up of
content and provide opportunities in acquiring skills
of information processing, comprehension, analysis
and inference.
Expressing her opinion on these revolutionary changes
implemented by the CBSE, Ameeta Wattal, chairperson, National
Progressive Schools’ Conference, stated: “Students had forgotten
what it is to write. Papers consist of multiple choice questions
and other objective questions which don’t really require students
to write. This method will actually prod them to think and write.
Considering that each question will carry five marks, they can
write at least 500 words per answer.”

7. OBJECTIVES OF OTBA
The objectives of Open Text Based Assessment are:
discourage low-order skills of recall and replication;
test real understanding and mastery, requiring
demonstration of higher order cognitive skills (e.g. critical
and creative thinking skills, ability to innovate and create
knowledge);
test the ability to apply, rather than simply reproduce
concepts and principles.

8.  Understand and apply the concepts to the situational
problems
 Suggest and bring out appropriate solutions/s to the
problem/situation
 Come up with innovative opinions/suggestions
 Achieve in-depth analysis based on a wide range of
perspectives Test high-order thinking skills

9. The text material for OTBA
The text material made available by CBSE is 12-18
pages long for each individual subject.
The material provided includes illustrations and
diagrams.
The text material for each individual subject is
segmented into two distinct themes.
The themes include topics from both existing syllabi
and recent events.

10. Role of Teachers
Teachers are expected to provide a bridge between the theory and practice. The
Text/Case studies are designed to promote active participation of students
requiring them to engage in active learning process through discussion, analysis,
self-reflection and critical thinking.
The teachers are expected to assign the text material received from the CBSE to
the students in groups so that they can read, and understand it through
discussions, view it from different perspectives, brainstorm main ideas in class
or even do further research outside the class. The main objective of introducing
this element is to provide opportunities to students to apply theoretical
concepts to a real life scenario by encouraging active and group learning in the
Class.
The teachers should guide students and provide feedback at regular intervals
about their performance during the completion of assigned activities. Since real-
life cases or situations are complex and open to different opinions, teachers
must be prepared for innovative and open answers from students.

11. The text/case-studies/supplied to schools should be thoroughly
read, discussed and analysed by the teachers. If possible, the
teachers can go in for a brainstorming session working on the
following:
 Objectives of the Text material/Case-study
 Concepts involved
 Application of concepts to situation
 Description and further explanation of the case/problem
 Higher Order thinking skills involved
 Analysis with different perspectives
 Assessment techniques?
The case studies with leading questions should then be assigned
to students in groups who would discuss at their level.
The teachers should guide them with further leading questions.

12. CHALLENGES FOR THE STUDENT
Time consuming
More chances for confusion
Indecisiveness over choosing content
Additional burden of added material for
preparation
Difficulty of getting out of set patterns of
answering
Demands of high order thinking skills

13. CHALLENGES FOR THE TEACHER
In preparation of tasks
More freedom in answering will lead to more rating scales
for assessment so objectivity becomes a challenge
Planning of more exercises for training students to face
OTBA
Tackling individual abilities during training
Breaking set patterns of answering/traditional
approaches towards exams
Time constraints

14. ADVICE TO STUDENTS FOR PREPARING FOR AN OPEN TEXT
BASED EXAMINATION
Preparation
Prepare as if for a closed book
Time is limited in exams; therefore, you don’t want to be looking up
concepts unnecessarily and spending time reading. You should still
enter the exam understanding the key ideas and themes from that
course.
Use post it notes
In order to assist in finding information quickly, prepare texts by using
post it notes to mark key chapters, highlighting key words and phrases,
and annotating key areas within texts.
Concept Map
Concept mapping can be a useful strategy to use in summarizing whole
chapters. Rather than scanning through text, a concept map can
provide you with a visual ‘snapshot’ of what a chapter includes.

15. THE HOW & WHY OF ‘POST IT NOTES’.
HOW
 A thorough reading and understanding of
the text beforehand
 Quick to refer to ‘note tags’ for reference
while writing
 Clear, short and useful instructions
 Training to decipher instructions
instantly and use them for answering the
questions.
WHY
 Save time
 Enriched content
 Improved performance

16. CONCEPT MAPPING
How
A thorough reading and understanding of
the text is a must
Analysis and interpretation of the text
Identify the main ideas/concepts/points
Establish the link between them
Plan the lay out of the concept map
Execute the map on paper
Stick it an appropriate and prominent place
on the page
Uses
Entire chapter at a glance
Facilitates the recalling of the
contents
Saves time
Results in improved performance

17. The Right Approach to Open Text Based
Assessment ( for the teacher)
Identify learning needs and criteria
Study the complexity and depth of the material
provided
Anticipate the problems of the learners
Devise ways and guide children to overcome their
problems
Plan questions for reflective, analytical, reasoning
answers
Offer constructive feedback
Give plenty of practice

18. Guidelines for framing questions for OTBA
Type I
Relate the theme of the text to real life the
get the message across
Draw the parallels between the two situations
Frame questions to bring the trends, causes,
effect/ consequences, measures to be taken,
suggestions / solutions for the problems etc

19. Type 2
 Create extended activities /extrapolatory
questions like
 projections in to the future,
 hypothetical situations,
 change of hearts/minds of the characters and
their reformation,
 other endings to the story
 Analysis of the plot and characters etc

20. Type 3
Questions to promote deeper understanding of the
lesson and improved interpretation of the contents
like
 Writer’ treatment of the plot
 Alternate ways of treatment of the plot
 Bringing out the characteristic features of the
characters involved
 Discussion of the relevance of the titles
 Reasoning/commenting on the behaviour of the
character

21. Assessment Rubrics
o Understanding of the content
o Expression of thought processes
o Reasoning ability
o Application of the knowledge
o Ability to think beyond the text and extrapolation
o Perception and imagination
o Organization of the answer

22. Using text book for practice for
OTBA
CLASS X

23. JULIUS CAESAR
WILLIAM SHAKESPEARE

24. Aarushi murder case shocks thenation.
 Unsuspecting and innocent Aarushi fell victim to Parents’
shocking savagery. Mighty Caesar had to bite the dust because of
the treachery of trusted and valued friend Brutus. The two
stories are fine examples of how the duplicity and betrayal of
trusted people around us brings about our sure and certain
downfall. Examine how Caesar’s unquestioned trust in Brutus
and others brings about his downfall.
 Cut throat competition and rising greed for wealth and material
comforts is killing the human element in human beings and
leading to in human and barbaric acts. Explain how greed for
wealth and power shapes the thinking and behaviour of human
beings in the present times.
 Traumatized at Brutus’s treason, Calpurnia vents her anger and
resentment at Brutus. Express her feelings for her in a speech in
about 150 words.

25. Questions to promote self learning, deeper understanding
of the text and improved expression.
Mark Antony’s gift of gab and his witty attack against
Brutus, Cassius and others. Discuss how Mark Antony
turns the crowd against them and in favour of Caesar.
(150 words)
Fickle mindedness and gullibility of human beings robs
them of their own sense of judgment and reasoning.
Justify this statement with reference to the play “ Julius
Caesar.

26. TWO GENTLEMEN OF VERONA
A J CRONIN

27. Lord Rama’s willingness to sacrifice the throne for his brother and
embrace hardships , Bharat’s great reverence and devotion to his
elder brother is a legendary example of affinity among siblings and
how devotion and willingness to place others needs before self
cement relationships among siblings and lay a rock hard foundation
for the relationship. Explain how the willingness of Jacopo and
Nicola to undergo hardships to nurse their sister to health can
inspire devotion and develop a desire to serve others in others.
After her recovery, Lucia settles down in life with a good
job and often wonders what turn her life might have taken
if her brothers had not been so devoted and hard working.
She writes a diary entry expressing her fears of how life
might have turned out to be. Make the diary entry for her
in about 150 words.

28. Questions to promote self learning, deeper understanding
of the text and improved expression.
Sense of Competition need not be antagonistic and against each
other. Explain how Jacopo and Nicola compete with each other in
working harder and serving the others better there by proving
to be loving and responsible members of the family
Discuss Lucia’s feelings and reaction to her brothers’
efforts in nursing her back to health along with her
helplessness and sense of guilt at being such a burden.

29. THE MAN WHO KNEW TOO MUCH
ALEXANDER BARON

30. Raavan’s act of setting fire to Hanuman’s tail backfires on
him when Hanuman goes on a rampage of setting his
Lanka on fire. Analyze how the Professor’s speaking out
of his mind backfired him in about 150 words.
Corporal Turnbull lectures Private Quelch on the
importance of modesty and subordination to superiors
and gives a lesson manners and etiquette. Write the
lecture for him in 150 words.

31. In spite of his growing resentment for the Professor, the
narrator is unable to hide his admiration/appreciation
for the Professor’s knowledge. List instances from the
lesson which bring out the narrator’s admiration for the
professor with proper justification.
Speech is silver, silence is golden is a much valued advice
from our wise forefathers. Apply the saying to the
Professor and examine the consequences of ignoring the
advice.