Teachers in Hyderabad believe the change will reshape classroom teaching as much as exam strategy.
Hyderabad: CBSE’s move to introduce open-book assessments for Class IX starting in the 2026-27 academic year is being welcomed by educators as a much-needed shift in student evaluation. This new model allows students to refer to textbooks and prepared notes during exams, moving away from a system long focused on rote memorisation.
Though a pilot in select schools yielded mixed results—many students struggled to use the format effectively—supporters argue these issues reflect unfamiliarity rather than flaws in the method. With proper preparation, open-book assessments could enhance comprehension, analytical thinking, and collaboration.
Teachers in Hyderabad believe the change will reshape classroom teaching as much as exam strategy. “Our approach to open-book assessments aims to develop higher-order thinking rather than memorisation. We encourage students to engage deeply, applying, analysing, and evaluating concepts. While this should reduce exam stress by shifting focus from recall to application, CBSE must provide sample questions to guide teachers and students,” said principal Tabassum Zaidi of Orchids The International School, Bachupally.
From the student's perspective, the change means less stress and deeper understanding. Grade IX student Mayank Pandey said the format would let him focus on concepts instead of memorising facts. “I would organise my notes for quick access during the test. This reduces stress because we don’t have to recall everything; we can think critically and explain in our own words. I would prefer this for subjects requiring reasoning and analysis—it helps knowledge stick longer,” he said.
The model also prompts teachers to rethink how they deliver lessons. Karnam Bhavani, principal of Meridian School, Madhapur, called it an opportunity to move beyond surface-level teaching. She stressed that success depends on presenting material in depth, linking it to real-life contexts and encouraging students to construct their own answers. “You can’t teach from the periphery,” she said, highlighting the value of group activities, role play, and project-based learning to keep lessons engaging.
Bhavani sees no inherent drawbacks, though she expects debate around the new model. She noted the benefits of pairing students to support one another’s understanding, making exams less about isolated memorisation and more about interpreting and applying knowledge with the right resources. It makes the exam less about what an individual can memorise in isolation and more about how they can interpret and apply knowledge when given the right resources, she added.
