Evaluating the Impact of Open Book Exams on Secondary School Student Performance in Panipat District
DOI:
https://doi.org/10.31305/rrijm.2024.v09.n11.004Keywords:
Alternative, Pedagogical, Examinations, Circumstances, Instructors, Effectively, Implemented and EstablishedAbstract
In this research paper I have thoroughly described about the topic “Evaluating the Impact of Open Book Exams on Secondary School Student Performance in Panipat District.” The purpose of this research is to determine how open book examinations affected the academic performance of Panipat District secondary school students. Research tries to evaluate the usefulness of this assessment approach by comparing average results from conventional tests with open book exams, and by examining subject-specific improvements. From 65.4% on conventional examinations to 72.8% on open book exams, with particular gains in Science and Mathematics, according to data gathered from 200 students. Additional qualitative evidence from both students and instructors points to less test anxiety and more involvement, lending credence to these results. Based on the findings, it seems that open book examinations provide a more conducive learning environment by allowing students to better grasp and apply what they have learned. This study suggests that open book examinations might be a good addition to secondary school evaluations, but more research is required to determine the long-term effects and problems with implementing them.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).
