Instructors’ Readiness and Practices in Implementing OBE and HOTS-Based Assessments

Open-book examinations (OBEs) have gained traction in Malaysian higher education as a means to promote higher-order thinking skills (HOTS) and enhance assessment quality, in line with the aspirations of the Malaysian Education Blueprint and Sustainable Development Goal 4. Despite their pedagogical potential, OBEs are often misunderstood and perceived as ineffective, primarily due to challenges in question design, varied student proficiency levels, and limited instructor training. This study explores university instructors’ views and practices regarding OBEs, focusing on their readiness to develop high-quality assessment questions. Using a qualitative approach, semi-structured interviews were conducted with eight experienced instructors from Malaysian and international institutions. Findings revealed that while most instructors still prefer traditional closed-book examinations, they acknowledged the value of OBEs in encouraging deeper learning and reducing examination misconduct. However, issues such as designing cognitively demanding questions, plagiarism, and marking fatigue persist. Instructors managed to set quality HOTS-based examinations despite having limited formal training due to accumulated years of teaching. However, balancing academic rigor with student preparedness and assessment fairness remains a concern. The study underscores the need for targeted training and institutional support to bridge the gap between the theoretical benefits and the practical implementation of OBEs in higher education assessment.

Open-book examinations, Higher-order Thinking Skills, Assessments, Instructors’ Readiness, Higher Education

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