Does a sudden shift of testing format from closed-book to open-book change the characteristics of test scores on summative final exams?

Abstract

IntroductionIn response to the COVID-19 pandemic, most universities in North America transitioned to online instruction and assessment in March 2020. Undergraduate pharmacy students in years one to three of two four-year entry-to-practice programs at a university in Canada were administered open-book examinations to complete their didactic winter-term courses in pharmaceutical sciences; behavioural, social, and administrative sciences; and pharmacotherapeutics. The impacts of the switch to open-book examinations on final exam characteristics are examined. MethodsThe ratios and correlations of final exam and midterm grades in 2020, where final exams were open-book, and in 2019, where finals were closed-book, were calculated and compared. ResultsIn 2020, the ratio of final exam to midterm exam scores for five out of seven courses were significantly larger than they were in 2019. Alternatively, for all but one course, the correlations between midterm and final examination grades showed no significant difference from 2019 to 2020. ConclusionsCompared to 2019 when finals were administered in a closed-book format, a sudden shift to an open-book format for final exams in 2020 appears to be associated with the final exams becoming easier relative to midterms. However, when considering how final and midterm exam grades correlate year over year, in all but one class, there was no significant difference. These findings suggest that changing exams to be open-book may change how they can be used to inform criterion-referenced or absolute grading decisions but not norm-referenced or rank-based decisions.