Published Paper Details:

The shift towards online education, driven by technological advancements and the global pandemic, has introduced innovative teaching-learning practices including online teaching and it needs a different assessment method such as the Online Unrestricted-Type Open Book Examination (OUTOBE). The growing reliance on online education has led to the adoption of various assessment formats, including the OUTOBE, which allows students access to unlimited resources during the examination. This study explores the attitudes of student-teachers studied in the B.A. B.Ed. / B.Sc. B.Ed. (4 Year Integrated) Programme of Doctor Harisingh Gour Vishwavidyalaya (MP) India towards OUTOBE, focusing on their attitude of its fairness, effectiveness, and impact on learning outcomes. Purposive sampling technique was used for selection of the sample. Total 66 student-teachers in which 24 female and 42 male student-teachers who had both the experience of online unrestricted type open book and traditional (closed book) examination, were included in this study. Using a quantitative survey to capture diverse perspectives of student-teachers. To compare the means of scores, t-test is used for analysis of data. The findings revealed that while many student-teachers appreciate the flexibility and reduced anxiety associated with OUTOBE, there are some concerns about its effectiveness in evaluating true understanding and critical thinking skills. Despite these concerns, the majority of student-teachers expressed a preference for OUTOBE over traditional examinations, citing its potential to assess applied knowledge and practical skills. It offers valuable insights for educators and policymakers seeking to enhance the assessment strategies in higher education, ensuring them align with 21st-century teaching and learning paradigms.