Abstract
For a variety of reasons, closed book examinations are still part of life for many higher education courses, yet opinion is divided as to their appropriateness and effectiveness in supporting student learning. This article describes two UK Open University courses, one of which uses a closed book examination and the other a project as an end-of-course assessment. It discusses staff and student perspectives on both types of assessment, and argues that both synopsis and motivation are greatly valued by students, particularly in the early undergraduate years, and so this should receive consideration when designing any end-of-course assessment.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
