The Central Board of Secondary Education (CBSE) has approved the implementation of open-book assessments (OBAs) for Class 9 students starting from the academic year 2026–27, following a successful pilot study that received strong support from educators. According to a report by The Indian Express, this move is aimed at encouraging application-based learning and reducing the focus on rote memorization.

The decision was taken during a CBSE Governing Body meeting held in June 2025. As per the minutes of the meeting, OBAs will be conducted as part of three pen-and-paper tests each term in key subjects such as languages, mathematics, science, and social science. These assessments will allow students to consult textbooks and class notes while answering questions, testing their analytical and problem-solving skills.

This reform aligns with the National Curriculum Framework for School Education (NCFSE) 2023 and the National Education Policy (NEP) 2020, which advocate for a shift towards competency-based learning. The NCFSE describes open-book exams as a method to evaluate students’ ability to analyse and synthesise information across various contexts.

CBSE had earlier conducted a pilot study in December 2023 with students from Classes 9 to 12 to assess the feasibility of OBAs. The results revealed student scores ranging from 12% to 47%, indicating difficulties in effectively using reference materials and connecting concepts across subjects. However, teachers viewed the model positively, seeing potential for improved critical thinking if implemented with the right support and guidance.

To assist schools in adopting OBAs, CBSE plans to release standardised sample papers and an implementation model. While participation will be voluntary, the assessments will focus on evaluating higher-order thinking skills, demanding both teacher training and institutional preparedness.

This is not the Board’s first attempt at open-book testing. A similar initiative—the Open Text-Based Assessment (OTBA)—was introduced in 2014 but discontinued in 2017–18 due to limited effectiveness. However, the renewed push under a new educational framework offers a fresh opportunity to transform student learning experiences.