The document discusses open book examinations and provides information on several related topics: 1. It defines open book examinations and notes that they assess higher-order thinking skills like application and analysis, rather than memorization. 2. Guidelines from the AICTE in India mandate open book exams for some engineering courses to encourage problem-solving over rote learning. 3. Effective question design is important for open book exams, focusing on interpretation, critical reasoning, and application of knowledge rather than locating and restating information. 4. A variety of question types can be used, including essay questions, problems to solve, and those based on provided data or scenarios.

1. Open Book Examination
Dr. Jagannath.K.Dange
Associate Professor
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,Karnataka
drjkdange@gmail.com
http://jkdange.blogspot.com

2. The Session intended to Addresses…….
➢What is Teaching-Learning and Evaluation-Relationship?
➢ Examination and Issues?
➢ Open Book Exam? India-what are the AICTE Guidelines?
➢What are the Empirical research findings…….?
➢ Types and Forms of Open Book Examinations
➢What kinds of material can be used?
➢ questions to be added in an open book exam?
➢How to design open book exam questions?
➢ a good Open-book Examination Assessment(Rubric)?
➢What are the Pattern of Question Papers for OBE?
➢ Challenges, misconceptions, Adv & Dis-advantages of OBE?

3. Covid-
19
Impact
Social
Cultural
Political
Economic
EDUCATION
TOO
Covid-19
Impact on
Life

4. EDUCATION: Individual, Time and Place insensitive - Equality

5. Teaching
•Virtual
•Online
Learning
•Virtual
•Online
Evaluation
•Virtual
•Online
Present
Education
System
Challenges
Opportunities

6. Perception 1: Teaching as Transmitting Information:
•Many people think of the central goal of teaching as the
"dissemination of knowledge".
•The teacher's role is viewed as facilitating the transfer of
information from the textbook to the students' minds.
•What the student is expected to do is to understand this
information, retain it, and retrieve it during the final
examination.

7. Perception 2: Teaching as Triggering Mental Development:
•The True teaching is “Teaching students how to learn”.
• 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.
•The focus shifts from rote learning to the development of
certain mental faculties.

8. Testing Rote Learning vs. Thinking Skills
What kind of examinations would be most
appropriate for this type of educational programme?
Clearly, conventional memory testing examinations
must give way to examinations that test the
intellectual skills of the student.
This is where open book examinations come in.

9. Evaluation is part of Life
Every situation, Relation, new things- Undergo Evaluation
process.
“Education is Incomplete without Evaluation”

10. Every Individual is Unique
No two individuals are alike
Types of learners-
Intelligence, learning theories,
sense organs, Brain Based Learning
and Neuroscience of learning.
Then, why same type of Evaluation?
EDUCATION
EVALUATION
Education system is as good as its
Evaluation system

11. Measurement-Assessment-Evaluation
Measurement
Assessment Evaluation
EXAMINATION

12. Measurement
It involves carrying out actual measurement in order to assign a
quantitative meaning to a quality
i.e. what is the length of the chalkboard? Determining this must be
physically done.
Measurement is therefore a process of assigning numerals to objects,
quantities or events in other to give quantitative meaning to such
qualities.
If the child scores 80 in Mathematics, there is no other
interpretation you should give it. You cannot say he/she has passed
or failed.
Measurement stops at assigning the quantity but not making value
judgement on the learner’s performance.

13. Assessment
• Assessment is a fact finding activity that describes
conditions that exists at a particular time.
• It is a value judgement –Pass or Fail, High or Low
• Assessment to organise the measurement data into
interpretable forms on a number of variables.

14. Evaluation is the process of examining a subject
and rating it based on its important features
i.e. criteria

15. Measurement-Assessment-Evaluation
Measurement
Assessment
Evaluation

16. •The concept of open book assessment is
inherently controversial, not least because it
contradicts a basic condition of examinations, one
so basic to the event that we rarely question it:
•Surely it is, cheating to allow texts into an exam-
hall?
YES or NO

17. This question has been posed in the field of Educational theory.
• The research shows, assessment and learning have a complex and
symbiotic relationship.
• The question as to the purpose of open book examination requires to
be answered on three levels.
• First of all, it involves scrutinising the learning objectives and teaching
methods adopted in any particular course.
• Second, reconsidering our models of the learning process; and our
attitudes towards professional practice.
• A third, perhaps most fundamental issue, is raised in programmes of
study where there are assessment criteria stipulated by professional
regulatory bodies.

18. “David Ausubel as being for him the origin of the idea of a
cognitive conceptual structure: Existing cognitive structure, that is,
an individual's organisation, stability, and clarity of knowledge in a
particular subject matter field at any given time, is the principal
factor influencing the learning and retention of meaningful new
material. ...”
When we(Teachers) deliberately attempt to influence cognitive
structure so as to maximise meaningful learning and retention we
come to the heart of the educative process. (Barnhizer, 1979,
p.82,quoting Ausubel 1969)

19. Story based Introduction
• English economist & Nobel Prize laureate John Maynard Keynes’
life has a very inspiring tale that may serve as a big eye - opener
for the millions of the people who consider marks as
the only parameter of real intelligence of a student.
• Widely considered the founder of modern macroeconomics, his ideas are the
basis for the school of thought known as Keynesian economics.
• Whose ideas fundamentally changed the theory and practice of macroeconomics
and the economic policies of governments.
• He detailed these ideas The General Theory of Employment, Interest and
Money, published in 1936. By the late 1930s, leading Western economies had
begun adopting Keynes's policy recommendations.

20. • He was then appointed to the Royal Commission on Indian Currency
and Finance. (1926)
• When J M Keynes was became notable figure in Economic World,
media thronged his house to enquire about the background of his life.
• What came as the biggest surprise for them was the unbelievable fact
that Keynes had scored comparatively the lesser marks in economics
than other papers of the undergraduate examination.
• When asked the reasons of this much-unexpected-dismal-performance,
Keynes had answered,
• “All the answers I wrote were pragmatically
application-based which the evaluators failed to
assess properly and consequently,
I was awarded very poorly.”

21. 1.Fall in Love with your Subject.
2.Read things around your
subject.
3.Problem based learning will
lead to Joyful learning.
4. Never Hesitate to
Challenge....

22. Examination and Issues
• Very sensitive- Suspect and monitor (Policing)
• Confidential –Paper setting, printing etc
•Objective, Valid and Comprehensive
• Ethics
• ICT based
• Many more………….

23. The close-book examination system, has been highly
vulnerable to severe criticisms on ,
assessment of students on the basis of parroting of
lessons to answer the question papers,
Lacuna (deficiency) of analytical ability,
Absence of communication skill,
Lack of writing ability,
Paucity of socio-familial and life skills and problem-
solving capacity of the students.

24. Open Book Exam in India
• A four-member committee, set up in January 2018, on examination reforms,
has put forth the recommendation of ‘open book examination’ for the
engineering courses to the All India Council for Technical
Education(AICTE), the apex regulatory body of technical education.
• After a healthy time gap of analysis AICTE has approved entire exam reform
policy which includes reform policy which includes open book exams. "Open
book examination", is mandatory internships for students and induction and
training programmes.
• It's one method which can be used wherever necessary and possible.
• Open book exam is expected to bring about epoch-making changes in the
students’ insight into examinations and even in class-room teaching model.

25. • It is widely acknowledged that “Assessment drives learning’’,
what and how students learn depends to a major extent on how
they think they will be assessed.
• The question papers with simple memory recall will not ensure
deep and meaningful learning.
• The assessment (examination) must ebbed those high
expectations to ensure that the learner is motivated to attain
them.
Considering the above imperatives, it is clear that reforms in
examinations are critical for improvement of the quality of
Indian (engineering ) education.

26. The most important drivers for reforms in examination system
of Indian (engineering) education are:
1. Adaptation of Outcome Based Education Framework
2. Importance of higher-order abilities and professional skills
3. Improving Structure and Quality of Assessments

27. Why use them?
Open book exams places the focus on
higher level learning.
Because open book exams don’t have the
same emphasis on memorization, questions
can move up Bloom’s Taxonomy of
Educational Objectives,
and
ask students to analyze, evaluate, or
synthesize knowledge, and create rather than
just remember it.

28. • Open-book examination was firstly introduced in Hong Kong
in 1935 to test students’ mastery of knowledge on how well
they are able to apply theories to new information. It
encourages thinking at higher cognitive levels rather than in a
spoon-fed style.
• This type of evaluation is practised at the university level.
•In such an examination students are allowed to bring with
them and consult the course textbooks, as well as notes and
any other pertinent material they gathered and/or prepared
during the course.

29. Empirical research findings…….
•OBE does not lead to higher student achievement in terms of
test scores, especially when the examination questions require
higher order thinking (Jehu et al., 1970; Kalish, 958);
•Reduces examination tension and stress, promotes a fair
examination and leads to lasting learning outcomes (Feldhusen,
1961; Jehu et al., 1970; Michaels & Kieran, 1973; Weber et al., 1983), and
•Reduces the unnecessary rote memorizing of facts, thus
prompting students to prepare themselves in more
constructive ways (Feldhusen, 1961).

30. • Tussing (1951) found that, the open-book examination
“removes much of the fear and emotional block encountered
by students during examination, while, at the same time, it
emphasizes practical problems and reasoning rather than recall
of facts” .
• Eilertsen and Valdermo (2000) argued that an open-book
exam encourages greater engagement and improves
understanding of course material.
• Feller (1994) further suggested that the open-book exam is
superior to closed-book exams as it is more realistic—similar to
problem-solving situations.

31. Nature of Open Book Examination
• Open book exams and closed book exams have different pedagogical
ends.
• OBE ideally suited to programmes that especially aim at developing
the skills of critical and creative thinking.
• In the broadest sense, an open book exam allows students to consult
some form of reference material in the course of completing the
exam.
• Examinees are allowed to consult their class notes, textbooks, and
other approved material while answering questions.

32. Types of Open Book Examinations
• Restricted Type and Unrestricted Type
Restricted type:
1. Students are permitted to bring into the examination room one or
more specific documents approved by the course instructor.
2. Students may be permitted to consult printed documents such as the
logarithmic tables, dictionaries, or complete works of Shakespeare,
but no handwritten material or printed documents which have not
had prior approval.
3. The approved documents function more or less as appendices to the
question paper itself.
4. They do not present any special problems, irrespective of the nature
of the course.

33. • Unrestricted Type:
• Students are free to bring whatever they like.
• They may bring any books, lecture handouts of the course
instructor, or their own handwritten notes.
• In particular, it 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.
• The use of such examinations presumes certain teaching
strategies and types of questions.

34. Open book exams usually come in two forms:
1. Traditional sit-down / limited-time exams, with varying
degrees of access to resources and references.
2. Take home exams–open book exams you do at home.
Question(s) are handed out, answers are attempted without
help from others, and the exam is returned within a specified
period of time (often the next day).

35. What kinds of material can be used?
• The materials you can take into an Open Book exam can vary.
• Some restrict the type of materials (e.g. formula sheets and tables or a
limited number of texts), others may be totally unrestricted (any quantity
of any material).
Materials might be:
• Your notes
• Readings, reference materials or textbooks
• Equipment like calculators, drafting tools etc.
• Materials used in Take Home exams are usually unrestricted.
• The main restriction for Take Home exams is that they must be your
work–you must attempt them by yourself without any help from others.

36. What kinds of questions will an open book exam have?
•Open Book Exams test the ability to find and use
information for problem solving, and to deliver well-
structured and well-presented arguments and solutions.
•Open Book exam questions usually require to apply
knowledge, and they may be essay-style questions or
involve problem solving or delivering solutions.
•The style of question depends on the faculty or school
setting the exam.

37. Considerations when designing open book exams;
• Design your questions and overall exam paper with the learning outcomes in
mind i.e. what skills and knowledge are you assessing?
• Questions in OBEs need to be devised to assess the interpretation and
application of knowledge, comprehension skills, and critical thinking skills.
• Make use of case-based exam questions that require students to apply critical
reasoning skills in response to a trigger scenario.
• Devise clear and unambiguous questions to limit student confusion and time
spent interpreting the question so students can spend their time making use of
their textbook or memory aid to effectively answer the questions
• Devise questions that require students to apply and make use of the
information from their textbook or notes rather than simply requiring them to
locate and re-write this information.

38. Examples of designing open book exam questions
•Provide information or background information on a given topic or area of study
•Present relevant qualitative or quantitative data and then ask students interpretative
and application questions –
What does the data show?
What relevance does this data or does the scenario have in terms of [component of
current topic]?
What other factors could potentially affect this data?
How would you test for these?
• Structure questions in a way that tests for an ability to apply, analyse, evaluate,
create, synthesise, interpret etc.
• The socratic questions and questions of reflective levels and stages of learning
may be useful.

39. Type of Socratic Question Example questions and starters
Clarification questions *What do you mean by…? *Could you put this another way?
*What do you think is the main issue? *Could you provide an example?
*Could you expand upon that point further?
Assumption questions *Why would someone make this assumption? *What is assuming here? *What could
we assume instead? *Do I understand you correctly?
Reason and evidence
questions
*What would be an example? *Why do you think this is true?
*What other information do we need? *Could you explain your reason to us?
*By what reasoning did you come to that conclusion? *What led you to that belief?
*Is there reason to doubt that evidence?
Origin or source questions *Is this your idea or did you hear it from some place else?
*Have you always felt this way? *Has your opinion been influenced by something or
Someone? *Where did you get that idea? *What caused you to feel that way?
Implications and
consequence questions
*What effect would that have? *Could that really happen or probably happen? *What is
an alternative? *What are you implying by that?
*If that happened, what else would happen as a result? Why?
View point questions *How would other groups of people respond to this question? Why? *How could you
answer the objection that ______would make? *What might someone who believed
_____ think? *What is an alternative? *How are ____ and ____’s ideas alike? Different?

40. Bloom’s Taxonomy for Assessment Design: Bloom’s Taxonomy of Educational
Objectives developed in 1956 by Benjamin Bloom was widely accepted by
educators for curriculum design and assessment.
In 2001, Anderson and Krathwohl modified Bloom’s Taxonomy to make it
relevant to the present-day requirements. (Noun to verb forms)
Arranged in a Cumulative and hierarchical framework.
• Bloom’s Taxonomy provides an
important framework to not only
design curriculum and teaching
methodologies but also to design
appropriate examination
questions belonging to various
cognitive levels.

41. Type or level of
Questions
Students are asked to... Example questions and starters
Knowing and
remembering
Recall knowledge of subject
matter relevant to the
discussion.
• What, where, who, when,
• How many …?
• List … Describe … Define …
Understanding Demonstrate understanding by
constructing meaning from
information.
• In your own words, …
• Explain how …
• What did X mean when …?, Give an example of …
Applying Apply knowledge and
understanding to a particular
task or problem.
• How would you use …?
• What examples can you find to …?
• How would you solve ___ using what you’ve learned? , What would
happen if …?
Analysing Examine different concepts
and make distinctions between
them.
• What are the parts or features of …?
• What are the competing arguments ?
• Why is X different to Y? Compare and contrast …
• What is the relationship between A and B?
Evaluating Make judgements about
concepts or ideas.
• What is most important/effective?
• Which method is best?
• Which is the strongest argument?
Creating Develop new ideas from what
they know and understand.
• How would you design a …?
• What alternatives are there to …?
• What changes would you make?
• What would happen if …?
• Suppose you could ___ what would you do?
• How would you evaluate …?, Can you formulate a theory for …?

42. Bloom's Taxonomy
Capstone project/ Culminating
project/ Senior exhibition: A
capstone project is a
multifaceted assignment that
serves as a culminating
academic and intellectual
experience for students.

43. Some more criteria to design a good Open-book Examination
• Set questions that the information available to the students, rather than to
merely locate the correct information and then summarize or rewrite it.
• Make the actual questions straightforward and clear to understand.
• Arrange a bigger venue to hold the examinations because students may need
larger desks for examinations.
• Make sure there is enough time for students taking the examination. The
length of open-book examination is usually longer than the traditional
examination because students need extra time for searching information and data from
their notes and textbooks.
• Set up the appropriate marking criteria for open-book examinations as the aspects
to be assessed in open-book examinations may be different from those in traditional
examinations.

44. Meaning of Rubrics:
Rubric: A rubric is a type of scoring guide that assesses and
articulates specific components and expectations for an
assignment.
A Rubric for Assessment Usually In the Form of A matrix or
Grid, is a tool used to interpret and grade students work against
criteria and standards.
Rubrics are sometimes called ‘Criteria sheets’, ‘Grading schemes’
or ‘Scoring Guides’.
• Rubrics can be used for a variety of assignments: research
papers, group projects, portfolios and presentations.

45. Using Scoring Rubrics as Assessment tool
• To evaluate student works for attainment of course outcomes and it is of utmost
important to have reliable methods / proper assessment tools.
• Rubrics provide a powerful tool for assessment and grading of student work.
They can also serve as a transparent and inspiring guide to learning.
• Rubrics communicate to students (and to other markers) your expectations in
the assessment, and what you consider important.
There are three components within rubrics namely
(i) Criteria / performance Indicator: the aspects of performance that will be
assessed,
(ii) Descriptors: characteristics that are associated with each dimension, and
(iii) Scale/level of performance: a rating scale that defines students’ level of
mastery within each criterion.

46. MARKING
RUBRICS
Excellent Proficient Average Poor
Comprehension: Demonstrated complete
knowledge of concepts or
principles of the course;
showed a thorough and
excellent understanding in
interpretation of the content
from textbooks, notes and
other learning materials
Reflected most of the
knowledge or main
points of concepts or
principles; showed a
good understanding in
interpretation of the
content from textbooks,
notes, and other
learning materials
Showed partial
knowledge of some
points of the concepts
or principles; showed a
basic understanding in
interpretation from
textbooks, notes, and
other learning materials
Showed minimal
knowledge of concepts
or principles; showed a
poor understanding in
interpretation from
textbooks, notes, and
other learning materials
Synthesis: Demonstrated excellent
ability to look at an issue
from different dimensions,
and generated innovative
ideas apart from searching
from textbooks
Showed good ability to
investigate an issue
from various
dimensions; attempted
to generate ideas apart
from searching from
textbooks
Showed fair ability to
look at an issue from
different dimensions,
but mostly base on the
resources from
textbooks
Showed very limited
ability to investigate an
issue from different
dimensions
Application: Demonstrated
competent ability to
elaborate and reflect
on what they have
learned and applied it
in the context of the
questions
Attempted to
elaborate, but
mostly summed up
what they have
learned and
applied it in the
context of the
questions
Showed a general
description of what
they found from
textbooks;
attempted to apply
what they have
learned in the
context of
questions
Showed a poor
understanding of
what they have
learned and failed
to apply it in the
context of
questions
Marking Rubrics

47. Infographics (a clipped compound of "information" and "graphics") are graphic visual representations of
information, data, or knowledge intended to present information quickly and clearly.

48. Northern Illinois University, Faculty Development and Instructional Design Center
Retrieved from-https://champlain.instructure.com/courses/200147/pages/rubric-design

49. Rubric Development Guidelines…….
• Outline the elements or critical attributes to be evaluated (these attributes must
be objectively measurable).
• Create an evaluative range for performance quality under each element; for
instance, “excellent,” “good,” “unsatisfactory.”
• Add descriptors that qualify each level of performance:
• Avoid using subjective or vague criteria such as “interesting” or “creative”;
instead, outline objective indicators that would fall under these categories.
• The criteria must clearly differentiate one performance level from another.
• Assign a numerical scale to each level.
• Give a draft of the rubric to your colleagues for feedback.
• Train students to use your rubric and solicit feedback; this will help you judge
whether the rubric is clear to them and will identify any weaknesses.
• Rework the rubric based on the feedback.

54. Broad pattern of Question Paper for OBE :
Question paper would contain Six questions carrying 100 marks
• Question No.1 will be of 50 marks based on case study ranging between 1800-2000
words.
• Question No.2 will be of 30 marks based on study of regulatory framework related
to the subject.
• Question No.3-6 will be of 5 marks each covering important topics of the syllabus.
• Candidates are not allowed to consult their fellow examinees or exchange their
study material/notes, etc. with each other in the examination hall.
• Candidates are prohibited to bring in any electronic devices, such as laptop, tab, I
pad, palmtop, mobile phone, or any other electronic device/ gadget at the
examination hall/room.
• However, they are permitted to use their own battery operated noiseless and
cordless pocket calculator with not more than six functions, twelve digits and two
memories.

55. Impact on Learning Strategies
• Open book examinations have a tremendous impact on promoting the right mental
sets in both learning and teaching.
• The most immediate result on students will be that they will stop "mugging" or rote
learning.
• Open book examinations will effect a fundamental change in this attitude.
• This does mean that students don't need to "study" for examinations.
• It implies that studying should not be equated with memorising; instead, it should
be understanding concepts, and using these concepts (along with available
information) to practice the skills of modifying and building knowledge, thinking
critically, and solving problems.
• Once the burden of mugging is taken away, education can be a pleasurable activity.
What is learnt with pleasure is learnt more effectively, and retained better.

56. Impact on Teaching Strategies
• First, the nature of the examination questions will change.
• They have to be designed carefully and intelligently to test the students'
understanding, and the skills of applying that understanding.
• Teachers will have to design tasks that will provide exercises for the
appropriate mental skills required in each subject. In other words,
teaching will be the training of the mind in certain intellectual skills.
• Thus, open book examinations can restore the true meaning of the
word education for both teachers and students. It is true that it will take
some time and effort on the part of students and teachers to adapt
themselves to the demands of open book examinations. But the
changes will be inevitable.

57. Challenges of Open book exams
•Setting open book examination questions
•Knowledge of the basic facts still important
•The need for practice
•Direct reading and extended reading habit(Sir Richard
Roberts)

58. Open book exams: the literature
John Francis (1982) reviewed the literature dealing with its
effectiveness.
He found that students' results were consistent over a wide spectrum
of skills in different subject areas.
Generally, he found that the advantages of open book :
• •Students relied less on rote learning
• •Their anxiety about an examination was reduced
• •Factual knowledge was still learned
• •Learning occurred during the exam

59. Misconceptions about open book exams
1) Open Book exams are a breeze.
• Open Book exams are not an easy option. Answering the questions well requires
more than just copying information straight from texts.
2) You don't have to study
• Probably the biggest misconception about Open Book exams is that there is no
need to study anything. However, you should study just as you would for any
other exam.
• This means you must fully understand and be familiar with the content and
materials of your course so you can find and use the appropriate information.
• In Open Book exams, you need to quickly find the relevant information in the
resources you have. If you don't study you won't be able to–you won't know
where it is.

60. 3) You can just copy straight from the book!
• You can't copy chunks of text directly from textbooks or notes. This is plagiarism.
• So you are expected to do more than just reproduce them.
• You must be able to find, interpret and apply the information in your sources to
the exam questions. You usually need to reference as well, just as you would for
any other assignment.
4) The more materials the better!
• Don't get carried away and overload with materials and resources in the exam.
• Only take what you need. Stacks of books won't necessarily guarantee your
performance, and you won't have time for extensive reading.
• Too many materials can end up distracting you and crowding up your work space.
• Carefully select your materials and organise them for quick reference.

61. Advantages
• Availability of reference material allows more freedom and flexibility in constructing
exam questions
• Emphasizes higher order skills, de-emphasizes “cramming” or rote memorization
• Broader in scope –
• Students can call upon more information than they could have ever been expected to memorize
• Questions can be longer and more involved and require students to integrate information from
multiple sources or types.
• Exams can address a greater variety of subjects and learning objectives
• Permits more realistic exam questions
• Easier to include multi-step problems
• Can continue or extend work done in assessments
• Encourages students to develop new learning strategies to ensure their success
• Enhances information retrieval skills
• Places greater focus on knowing how to use information

62. Disadvantages
• Students may place too much emphasis on their reference materials.
• Students may believe that they don’t need to study as much, or may
underestimate how long it will take them to locate the information in their
reference materials.
• Student workload may be increased by the need to create reference materials
before exams
• Instructor workload may be increased if it’s necessary to police the material
that is used in the exam.
• Depending on the reference materials being used, limited desk space may be
a problem.
• The reference material may not be available to all students, such as an
expensive textbook that all students may not have purchased.

63. • Several types of questions that would be acceptable in a closed book
exam will not working an open book exam.
• Sometimes students may spend too much time on finding out which
parts of the books to look for answers instead of applying the knowledge,
practical skills and reasoning ability
• A lot of students are unfamiliar with open-book examinations. They
must be provided with clear procedures and rules.
• Main issues that arise when making use of open book exams is that
teachers may not know how to develop and devise effective exam
questions that require students to apply their knowledge through analysis and
critical thinking; and students may be lulled into a false sense of security and fail to
properly prepare for an open book exam.

64. Regulations Needed for…..
• For a single course or entire semester
• Type of Examination-Restricted/Un-Restricted
• Forms of Exam-Limited time/Take home
• Kind of materials accepted
• Kind of Questions
• Question paper pattern
• Preparing Assessment Tool-Rubric

65. Thank You
Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com