Otba

A guide to practicing OTBA in schools for teachers

1. OTBA A DREAM COME TRUE OR A NIGHTMARE?

2. What is An Open Book Exam?

3. An "open book examination" is one in which examinees are allowed to consult their class notes, textbooks, and other approved material while answering questions. An Open Book Exam is a class test in which students are allowed to refer to their textbooks, notes, and/or a one-page study sheet or index card. O pen-book exams are a means of reinforcing the knowledge that you have just gained. Generally, the types of questions you find in an open-book test are not straight out of the book. In other words, you WILL NOT BE ABLE TO SIMPLY CUT AND PASTE your answers. The open-book test will require you to USE the information you find in the book and apply that information to the questions. In an open book exam, you are evaluated on understanding rather than recall and memorization.

4. Why an Open Book Exam?

5. CBSE Circular Acad-69/2013 of September says The main objective of introducing OTBA is to relieve the students from the burden of mugging up of content and provide opportunities in acquiring skills of information processing, comprehension, analysis and inference . Expressing her opinion on these revolutionary changes implemented by the CBSE, Ameeta Wattal , chairperson, National Progressive Schools’ Conference, stated: “Students had forgotten what it is to write. Papers consist of multiple choice questions and other objective questions which don’t really require students to write. This method will actually prod them to think and write. Considering that each question will carry five marks, they can write at least 500 words per answer.”

6. OBJECTIVES OF OTBA The objectives of Open Text Based Assessment are: discourage low-order skills of recall and replication; test real understanding and mastery, requiring demonstration of higher order cognitive skills (e.g. critical and creative thinking skills, ability to innovate and create knowledge); test the ability to apply, rather than simply reproduce concepts and principles.

7. Understand and apply the concepts to the situational problems Suggest and bring out appropriate solutions/s to the problem/situation Come up with innovative opinions/suggestions Achieve in-depth analysis based on a wide range of perspectives Test high-order thinking skills

8. The text material for OTBA The text material made available by CBSE is 12-18 pages long for each individual subject.   The material provided includes illustrations and diagrams.   The text material for each individual subject is segmented into two distinct themes.   The themes include topics from both existing syllabi and recent events.

9. Role of Teachers Teachers are expected to provide a bridge between the theory and practice. The Text/Case studies are designed to promote active participation of students requiring them to engage in active learning process through discussion, analysis, self-reflection and critical thinking . The teachers are expected to assign the text material received from the CBSE to the students in groups so that they can read, and understand it through discussions, view it from different perspectives, brainstorm main ideas in class or even do further research outside the class. The main objective of introducing this element is to provide opportunities to students to apply theoretical concepts to a real life scenario by encouraging active and group learning in the Class . The teachers should guide students and provide feedback at regular intervals about their performance during the completion of assigned activities. Since real-life cases or situations are complex and open to different opinions, teachers must be prepared for innovative and open answers from students.

10. The text/case-studies/supplied to schools should be thoroughly read, discussed and analysed by the teachers. If possible, the teachers can go in for a brainstorming session working on the following : Objectives of the Text material/Case-study Concepts involved Application of concepts to situation Description and further explanation of the case/problem Higher Order thinking skills involved Analysis with different perspectives Assessment techniques? The case studies with leading questions should then be assigned to students in groups who would discuss at their level. The teachers should guide them with further leading questions .

11. CHALLENGES FOR THE STUDENT Time consuming More chances for confusion Indecisiveness over choosing content Additional burden of added material for preparation Difficulty of getting out of set patterns of answering Demands of high order thinking skills

12. CHALLENGES FOR THE TEACHER In preparation of tasks More freedom in answering will lead to more rating scales for assessment so objectivity becomes a challenge Planning of more exercises for training students to face OTBA Tackling individual abilities during training Breaking set patterns of answering/traditional approaches towards exams Time constraints

13. ADVICE TO STUDENTS FOR PREPARING FOR AN OPEN TEXT BASED E XAMINATION Preparation Prepare as if for a closed book Time is limited in exams; therefore, you don’t want to be looking up concepts unnecessarily and spending time reading.  You should still enter the exam understanding the key ideas and themes from that course . Use post it notes In order to assist in finding information quickly, prepare texts by using post it notes to mark key chapters, highlighting key words and phrases, and annotating key areas within texts . Concept Map Concept mapping can be a useful strategy to use in summarizing whole chapters.  Rather than scanning through text, a concept map can provide you with a visual ‘snapshot’ of what a chapter includes .

14. THE HOW & WHY OF ‘POST IT NOTES’. HOW A thorough reading and understanding of the text beforehand Quick to refer to ‘note tags’ for reference while writing Clear, short and useful instructions Training to decipher instructions instantly and use them for answering the questions. WHY Save time Enriched content Improved performance

15. CONCEPT MAPPING How A thorough reading and understanding of the text is a must Analysis and interpretation of the text Identify the main ideas/concepts/points Establish the link between them Plan the lay out of the concept map Execute the map on paper Stick it an appropriate and prominent place on the page Uses Entire chapter at a glance Facilitates the recalling of the contents Saves time Results in improved performance

16. The Right Approach to Open Text Based Assessment ( for the teacher) I dentify learning needs and criteria Study the complexity and depth of the material provided Anticipate the problems of the learners Devise ways and guide children to overcome their problems Plan questions for reflective, analytical, reasoning answers Offer constructive feedback Give plenty of practice

17. Guidelines for framing questions for OTBA Type I Relate the theme of the text to real life the get the message across Draw the parallels between the two situations Frame questions to bring the trends, causes, effect/ consequences, measures to be taken, suggestions / solutions for the problems etc

18. Type 2 Create extended activities / extrapolatory questions like projections in to the future, hypothetical situations, change of hearts/minds of the characters and their reformation, other endings to the story Analysis of the plot and characters etc

19. Type 3 Questions to promote deeper understanding of the lesson and improved interpretation of the contents like Writer’ treatment of the plot Alternate ways of treatment of the plot Bringing out the characteristic features of the characters involved Discussion of the relevance of the titles Reasoning/commenting on the behaviour of the character

20. Assessment Rubrics Understanding of the content Expression of thought processes Reasoning ability Application of the knowledge Ability to think beyond the text and extrapolation Perception and imagination Organization of the answer

21. Using text book for practice for OTBA CLASS X

22. JULIUS CAESAR WILLIAM SHAKESPEARE

23. Aarushi murder case shocks the nation. Unsuspecting and innocent Aarushi fell victim to Parents’ shocking savagery. Mighty Caesar had to bite the dust because of the treachery of trusted and valued friend Brutus. The two stories are fine examples of how the duplicity and betrayal of trusted people around us brings about our sure and certain downfall. Examine how Caesar’s unquestioned trust in Brutus and others brings about his downfall. Cut throat competition and rising greed for wealth and material comforts is killing the human element in human beings and leading to in human and barbaric acts. Explain how greed for wealth and power shapes the thinking and behaviour of human beings in the present times. Traumatized at Brutus’s treason, Calpurnia vents her anger and resentment at Brutus. Express her feelings for her in a speech in about 150 words.

24. Questions to promote self learning, deeper understanding of the text and improved expression. Mark Antony’s gift of gab and his witty attack against Brutus, Cassius and others. Discuss how Mark Antony turns the crowd against them and in favour of Caesar. (150 words) Fickle mindedness and gullibility of human beings robs them of their own sense of judgment and reasoning. Justify this statement with reference to the play “ Julius Caesar.

25. TWO GENTLEMEN OF VERONA A J CRONIN

26. Lord Rama’s willingness to sacrifice the throne for his brother and embrace hardships , Bharat’s great reverence and devotion to his elder brother is a legendary example of affinity among siblings and how devotion and willingness to place others needs before self cement relationships among siblings and lay a rock hard foundation for the relationship. Explain how the willingness of Jacopo and Nicola to undergo hardships to nurse their sister to health can inspire devotion and develop a desire to serve others in others . After her recovery, Lucia settles down in life with a good job and often wonders what turn her life might have taken if her brothers had not been so devoted and hard working. She writes a diary entry expressing her fears of how life might have turned out to be. Make the diary entry for her in about 150 words.

27. Questions to promote self learning, deeper understanding of the text and improved expression. Sense of Competition need not be antagonistic and against each other. Explain how Jacopo and Nicola compete with each other in working harder and serving the others better there by proving to be loving and responsible members of the family Discuss Lucia’s feelings and reaction to her brothers’ efforts in nursing her back to health along with her helplessness and sense of guilt at being such a burden.

28. THE MAN WHO KNEW TOO MUCH ALEXANDER BARON

29. Raavan’s act of setting fire to Hanuman’s tail backfires on him when Hanuman goes on a rampage of setting his L anka on fire. Analyze how the Professor’s speaking out of his mind backfired him in about 150 words. Corporal Turnbull lectures Private Quelch on the importance of modesty and subordination to superiors and gives a lesson manners and etiquette. Write the lecture for him in 150 words.

30. In spite of his growing resentment for the Professor, the narrator is unable to hide his admiration/appreciation for the Professor’s knowledge. List instances from the lesson which bring out the narrator’s admiration for the professor with proper justification. Speech is silver, silence is golden is a much valued advice from our wise forefathers. Apply the saying to the Professor and examine the consequences of ignoring the advice.