Exploring the Efficacy of Open-Ended Questions in Theory-Based Subjects

• Published in: Journal of Engineering Education Transformations Vol. 38; no. 4; pp. 117 - 127
• Main Author: Beldar, Pankaj
• Format: Journal Article
• Language: English
• Published: 29.04.2025
• ISSN: 2349-2473; 2394-1707
• DOI: 10.16920/jeet/2024/v38i4/25101

This paper explores the significance of utilizing open-ended assignments as a valuable assessment tool in theoretical subjects lacking practical or oral assessment components, particularly within elective courses. By examining the role of open-ended assignments in facilitating deeper understanding and critical thinking skills, this study delves into their potential to effectively map program outcomes. Through a comprehensive review of literature and empirical analysis, it investigates how these assignments promote student engagement, foster independent inquiry, and enhance learning outcomes in elective subjects. The findings underscore the importance of integrating open-ended assignments into curriculum design to align with program goals and maximize student achievement. This paper offers insights into the pedagogical benefits of open-ended assignments and provides recommendations for their implementation to enrich educational experiences and promote holistic student development within theoretical disciplines.