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In the wake of transformative changes in Indian education post-COVID, the paradigm shift towards online learning has brought forth an array of challenges and opportunities. As institutions adapt to this new normal, the realm of assessments undergoes a profound evolution, with open-book exams emerging as a promising avenue. Dr. Selvam Jesiah, a distinguished Professor of Management at Sri Ramachandra Institute of Higher Education and Research, Chennai, sheds light on the merits and hurdles of integrating open-book assessments in higher education. Dr. Jesiah underscores the pedagogical significance of open-book exams, emphasizing their capacity to foster deep learning and critical thinking while alleviating stress among students. Citing the All India Council for Technical Education’s endorsement, he highlights the alignment of open-book assessments with Bloom’s Taxonomy, designed to cultivate higher-order cognitive skills essential for holistic development. However, Dr. Jesiah cautions against misconceptions surrounding open-book assessments, clarifying that it demands rigorous preparation and active engagement from both educators and learners. He delineates the nuanced approach required in framing questions that necessitate analytical reasoning and application of concepts, rather than mere regurgitation of information. Moreover, he emphasizes the indispensable role of teachers in guiding students towards a comprehensive understanding of the subject matter, indispensable for navigating open-book exams effectively. Yet, transitioning towards open-book assessments presents formidable challenges. Dr. Jesiah identifies the imperative of teacher training and mindset realignment as pivotal in ensuring the efficacy of this evaluation method. Crafting question papers that stimulate critical thinking poses a formidable task, demanding concerted efforts to recalibrate traditional assessment practices. Moreover, Dr. Jesiah advocates for a nuanced consideration of students’ socio-economic backgrounds, recognizing disparities in access to resources and technology. Addressing these inequities entails reimagining examination infrastructure and support mechanisms to accommodate diverse learning needs. In conclusion, Dr. Jesiah emphasizes the collective responsibility of administrators, educators, and students in navigating the complexities of open-book assessments. By embracing a paradigm shift in assessment practices, he envisions a transformative learning landscape where the cultivation of higher-order thinking skills takes precedence over rote memorization. Through collaborative efforts and a steadfast commitment to pedagogical innovation, Dr. Jesiah envisages a future where open-book exams serve as catalysts for fostering a generation of adept critical thinkers and problem solvers. Source: The Hindu