CBSE’s Open Book Assessment Rollout from 2026-27: Schools See a Shift from Rote to Real-World Learning

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Central Board of Secondary Education is likely to introduce Open Book Assessments for Class 9 from 2026–27 academic session with plans to extend it to Class 10, Class 12 in a phased manner. OBE move is in sync with National Curriculum Framework for School Education 2023 and National Education Policy, which advocate competency based learning and critical thinking.

CBSE has clarified that OBAs will be implemented initially in science, mathematics, and English for Class 9 and will be later extended to other subjects and senior classes. It is being implemented as a new assesment process is to prepare students for life beyond school, whether in higher education, workplace, or entrepreneurial ventures, by focusing on problem-solving and analytical reasoning.

Education leaders across India are largely welcoming the move, though they agree that it will require nothing short of a cultural shift in how schools teach, how students study, and how exams are designed and evaluated.

Munmun Sengupta, Principal Learner Incharge, Delhi Public School Varanasi said: “The introduction of Open Book Assessments will move students from a culture of memorization to one of application. Preparation will no longer be about reproducing textbook lines but about understanding concepts, identifying relevant information, and applying knowledge to unfamiliar situations.”

Sengupta believes this approach will help students develop analytical reasoning, quick decision-making, and the ability to synthesise ideas from multiple sources. While it can reduce exam stress by moving away from pure recall, she warns that students must learn to use books as tools rather than crutches.

Similarly, Dr. Gita Joshi, Principal, Silverline Prestige School, calls it “a bold step towards skill-based learning,” noting that with 50% of board exam questions already competency-based, OBAs signal CBSE’s confidence in pushing a nationwide shift from memorisation to mastery. But she adds a caution:

“Schools clinging to content-heavy teaching may see short-term grade inflation till Class 9, but risk a dip in Class 10–12 results if they don’t revamp pedagogy and assessments.”

Teaching Gets a Makeover

The consensus among school leaders is clear, OBAs cannot succeed without changes in classroom teaching. Sasmita Mohanty, Director, Sanjay Ghodawat International School, sees this as a direct extension of NEP’s vision: “This approach will significantly benefit students of Classes 10 to 12 as it promotes internalisation over memorisation and facilitates the much-needed transition from traditional to competency-based learning.”

Mohanty says schools will need to integrate case studies, inquiry-based projects, and real-world problem-solving tasks into daily lessons. Teachers must be trained to design higher-order questions and to pace the curriculum so students can dive deeper into concepts rather than skim through chapters to complete a syllabus. Mock OBA sessions will help both students and teachers adapt to the format.

OBAs mirror real-life situations where resources are available, they foster independent learning, and they reward students who can apply knowledge creatively. Ruchi Masih, Principal, Ryan International Academy, Bavdhan, notes that: “Open Book tests are more in-depth, requiring students to have a solid grasp of the material in order to respond accurately to specific questions. Students must not only understand the content but also know precisely where to find relevant information.”

But there are challenges too, designing quality question papers, preventing superficial “look-up-and-write” answers, ensuring fairness between schools, and overcoming the misconception that OBAs are “easy.”

Masih warns that strict time constraints in exams could create pressure for students who are untrained in efficient note-making and quick decision-making.

No Room for Copy-Paste

Educators also agree that the success of OBAs lies in the question design. “Having the book will not guarantee success unless students truly understand the material and can apply it meaningfully,” says Sengupta.

They are of the view that questions must demand analysis, evaluation, and synthesis. In practice, this means scenario-based problems, cross-disciplinary links, and case study evaluations where answers cannot simply be copied from a page. Regular, time-bound practice will train students to identify relevant information quickly and use it to construct coherent, well-reasoned answers.

Fair Play in an Open Book World

Fair evaluation, experts say, will depend on well-crafted rubrics. These must reward reasoning, clarity, and conceptual integration over the quantity of written answers. Mohanty points out that rubrics should be transparent, consistent, and focused on intellectual engagement rather than rote accuracy.