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Open book exams
PRIYA NARAYANAN
The system of examination followed in many schools and colleges today has come under severe criticism in recent days, in the context of its effectiveness in motivating students to pursue their studies in a manner that prepares them for the future, especially for a career.
With the current IT boom and the consequent scarcity of employable talent, the question has never been more relevant. At this juncture, open book examinations can play a significant role in reforming the education system. The problem lies in the basic pattern of examinations which generally rely on the tried and tested method of setting questions and allotting students time to write down the answers, with scant emphasis on practical aspects.
While a complete makeover of the system is almost impossible, it is worth noting that a large part of the trouble lies with the questions. Very often, these questions require as answers nothing more than memorised essays. This ultimately means that students memorise so-called important questions, regurgitate these on the answer sheet and finish the job. This is merely a stopgap technique, and eventually results in students being unable to apply any of the theory that they have learnt.
The problem is entrenched in the entire education system as the students ‘learn’ this practice in school and follow the same as they move on to colleges and universities. This fundamental lacking becomes starkly evident when the same students begin their careers.
The solution to this problem lies in a complete revamp of the approach to examinations, on the part of the examiners, the teachers and the students. One of the best ways of taking a fresh look at the whole system is to conduct open book exams. As the name suggests, an open book exam is basically one in which the student is allowed to bring study material into the examination hall, the extent of the material ranging from a single sheet of formulas to the prescribed textbook and, at higher levels, any reference material.
Clear benefits
At a very basic level, open book exams have several clear benefits. First, the crippling issue detailed earlier nearly vanishes because there is absolutely no relevance in committing facts or essays to memory. After all, if the source material is allowed into the exam hall, the questions would surely not require simply copying the data readily available with the students.
The second and most important advantage is a direct corollary of the first. Since the basic data are available with each student, the questions would have to test application of principles. This would encourage imagination and true learning on the part of students. (And they would have to be thorough with the material they bring, otherwise they would be left turning the pages to find the required formula!)
Another advantage relates to the common nuisance in exams — malpractice. Malpractice would be minimal because if the answers are not those that can be directly copied from textbooks, there would be no point bringing in such ‘illegal’ material. Moreover, bringing in the textbook would have been made ‘legal’ anyway.
The effectiveness of open book exams as a partial solution to the ills ailing the examination system in the country depends on how well it is applied. There are certain practical difficulties in implementing such a system, not least of them being the imagination and effort required on the part of examiners in setting original, application-based questions.
Moreover, sufficient care needs to be taken so that this system does not become as routine as closed book exams with predictable questions and patterns. Then, open book exams can certainly bring relief from the memorisation sagas that most of today’s exams tend to become.
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