Closed-book Exams Research Articles

Exploring the Secondary Students' Perceptions of the Open-Book Examination and its Implications

본 연구는 급변하는 시대적 상황이 학교 체제에 던지는 요구에 부응하기 위한 방편으로 오픈북 시험을 제안하고, 우리나라 중고등학생 623명을 대상으로 오픈북 시험에 대한 인식을 조사하여 그 시사점을 분석하였다. 오픈북 시험에 대한 학생들의 선호도와 기대효과 등을 조사하고 그 결과를 응답자의 학교급, 성적, 학습내용관, 학습평가관 등 여러 변인과의 관계 속에서 포괄적으로 분석하여 시사점을 도출하였다. 조사 결과, 전체 학생의 약 62%가 오픈북 시험을, 약 38%가 전통식 시험을 선호하는 것으로 나타났으며, 이러한 반응은 학교급, 성적, 학습평가관, 기대효과 등에 따라 유의한 차이가 있는 것으로 나타났다. 또한 오픈북 시험 혹은 전통식 시험을 선호하는 주된 이유를 분석하였고, 오픈북 시험이 가져올 수업 내용, 수업 방법, 시험 준비, 시험불안, 기억효과, 사고력 향상, 학습태도 등의 변화를 중심으로 한 기대효과 에 대한 인식과 그러한 인식에 영향을 미치는 변인을 확인하였다. 끝으로 학생들의 인식을 기초로 오픈 북 시험의 의의와 향후 과제에 대한 시사점을 논의하였다.Faced with the rapid rate of increase of information and technology development, we are obliged to reflect on the validity of traditional closed-book examination. The purpose of this study was to explore the significance and possibility of an alternative method of evaluation. This method, the ‘open-book examination’ is considered to be a simple but powerful way to meet the demands of the rapidly changing society under the premise that assessment methods are one of the most significant factors influencing quality of learning. For this purpose, 623 secondary school students in Korea were surveyed to investigate their preference and expectation effects of the open-book exam. The results were analyzed in relation to various variables such as the students school level, academic achievement, epistemological belief, perspective on the function of evaluation and the expectation effects. The results showed that about 62% of the students preferred the open-book exam, while about 38% preferred the traditional closed-book exam. The preference was significantly different according to the school level, grade, the perspective on the function of the exam and the expectation effect. In addition, this study analyzed the main reasons for preferring the open book exam or the traditional exam respectively, the expectation effects of the open-book exam on the contents and the methods of the instruction, the way of preparation for the test, test anxiety, higher order thinking, memory and so on. Finally, this study discussed the concept of human cognition and the methods of authentic assessment which is worthy of emphasizing in this knowledge economy.

(Re)Introducing a Closed Book Exam in Law

In the past half century there has been a move towards open book examinations in many tertiary institutions. However, the body of research on open book and more traditional closed book exams is diverse and even contradictory in its findings. Law-specific research is almost non-existent. This article discusses the findings of an empirical research project on the introduction of a closed book exam in the compulsory subject Land Law, in an institution that has only used open book exams. The closed book exam and subsequent research were motivated by concerns about the way in which contemporary students do open book exams, particularly after the invention of the internet. The study found that academic concerns about open book exams had some validity, particularly in relation to heavy reliance on notes, including other students’ notes during the exam. The authors conclude that there are advantages and disadvantages to both open and closed book exams, and that both have a role to play in a balanced assessment strategy.

Assessing the engagement rates and satisfaction levels of various clinical health science student sub-groups using supplementary eLearning resources in an introductory anatomy and physiology unit

PurposeIntroductory anatomy and physiology provide a core knowledge base to students within clinical health science courses. Increased student numbers, as well as reduced access to laboratory-based cadaveric resources, have created a need for enhanced learning approaches to support learning. The streamlining of courses has also resulted in the need to effectively engage course sub-groups within large units. The purpose of this paper is to utilize the eLearning activities to investigate engagement and satisfaction levels within students undertaking an anatomy and physiology unit.Design/methodology/approachA total of 19 formative quizzes were made available to students. Online practical anatomy laboratories covered anatomical content, and physiology quizzes covered physiological content. Student engagement was compared using frequency analysis across students studying varying courses. Satisfaction was determined by analyzing student’s feedback using frequency analysis.FindingsStudents accessed the learning activities 29,898 times over semester, with the peak access (37 percent) prior to the closed book exams. The resources were utilized primarily as an exam preparation tool rather than consistently throughout semester. Out of the various courses, the Paramedicine, Physiotherapy and Podiatry students were the most engaged, with the highest percent of “engaged/highly engaged” students. Students from various courses shared very similar views of the perceived benefit of the eLearning activities.Practical implicationsThese results indicated a difference in engagement levels between the students of various course sub-groups, and therefore suggests that the development of course-specific eLearning activities is necessary in large, streamlined units to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all students.Originality/valueThese results suggest that in the future, development of eLearning activities is necessary to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all.

Comparison of Effectiveness in Online vs. Hybrid Courses in College Wellness Courses

Online courses have gained popularity in recent years; research has supported its effectiveness while also pointing out the limitations of online delivery. Hybrid courses have been developed in response to some of the challenges, with course content delivered both online and in a face to face setting. PURPOSE: The goal of this research was to determine whether 100% online or hybrid online courses are more effective in delivering a college-level wellness course. METHODS: 47 students were enrolled in Fitness/Wellness courses; 23 students enrolled in the 100% online section which met in class only for fitness tests and written exams. The other 24 enrolled in the hybrid section, which met once per week for exercise in addition to class meetings for fitness testing and exams. Assignments were identical in both sections. All students were assessed for knowledge via weekly open-book online quizzes (QUIZ) and closed-book exams (EXAM) in the classroom. Fitness tests were performed before and after an 8-week self-prescribed, instructor-graded exercise program, and fitness improvement was analyzed. Students also responded to open-ended questions about course delivery preference. RESULTS: There were very few differences between groups in written work or fitness outcomes. Written work between groups was statistically equal; (EXAM online mean = 79.9% ± 9.57; hybrid mean = 81.58% ± 7.55; p=0.49); (QUIZ avg. online mean = 83.7% ± 10.1; hybrid mean = 84.5% ± 10.7; p=0.81). Improvements in fitness parameters were calculated as post-score minus pre-score. Only the 1.5-mile run test yielded a significant difference, with the hybrid group (mean improvement = 2.3 ± 2.2 minutes) improving significantly more than the online group (mean improvement = 0.60 ± 0.96 minutes; p=.003). Improvement in pushups (Online = 4.45 ± 6.11, Hybrid = 2.67 ± 4.75; p=0.28), sit-ups (Online = 3.4 ± 3.59, Hybrid = 2.77 ± 5.82; p=0.68) and sit-and-reach (Online = 2.47 ± 3.42, Hybrid 2.05 ± 2.32; p=0.64) were statistically equal between groups. In the open-ended questions, students in both sections cited the value of weekly class meetings and face-to-face time with teacher and classmates, although online students expressed enthusiasm for the online format for convenience. CONCLUSION: Student outcomes in wellness courses with online and hybrid delivery are similar.

A process of students and their instructor developing a final closed-book mathematics exam

ABSTRACTThis article describes a study, from a Canadian technical institute's upgrading mathematics course, where students played a role in developing the final closed-book exam that they sat. The study involved a process where students developed practice exams and solutions keys, students sat each other's practice exams, students evaluated classmates' solutions to the practice exams, and finally the instructor used questions from the practice exams to develop the ‘live’ final exam. Phenomenography is used to analyse interview data and report students' experiences. Through the results, claims are made that students experienced deep approaches to learning and worked as partners in learning, teaching and assessment during the process of developing the final exam with their instructor.

The application effectiveness of bedside teaching in specialized ability training among the nurses who worked for 2-5 years

[ Abstract] Objective To explore the effectiveness of bedside teaching and training in specialized ability training among the nurses who worked for 2-5 years. Methods Cluster random sampling was used for investigation of 6 medical wards and 6 surgical wards selected from a hospital. And all study subjects were divided into two groups by random number table method： 45 nurses who worked for 2-5 years from 3 medical wards and 3 surgical wards in the experiment group, and 43 nurses who worked for 2-5 years from another 3 medical wards and 3 surgical wards in the control group. The nurses in the control group were given the conventional training, and the nurses in the experiment group were given specialty training and teaching by the bed. The nurses＇ satisfaction with training l theoretical knowledge and comprehensive abilities in the two groups of nurses were evaluated by the satisfaction questionnaire, closed-book exam and comprehensive capacity evaluation form, respectively. Results In the observation group of 45 nurses, the nurses＇ satisfaction with training after the implementation of training was 95.6 % , and higher than 77.8% before the implementation of training, the difference was statistically significant between after and before the implementation of training （ X2 = 4. 377, P 〈 0.05 ） ; the score of theoretical knowledge after the implementation of training was （ 80.4 _＋ 16.5 ）, and higher than （69.8 -＋ 13.6） before the implementation of training, the difference was statistically significant between after and before the implementation of training （ t = 4. 862, P 〈 0.01 ）. After the implementation of training, the nurses＇ satisfaction with training in the control group of 43 nurses was 83.7%, and lower than that in the observation group, the difference was statistically significant between the two groups （ X2 = 3. 354, P 〈 0.05） ; the score of theoretical knowledge in the control group was （72.7 ± 17.6）, and lower than that in the observation group, the difference was statistically significant between the two groups （ t = 2.110, P 〈 0.05 ）. In the observation group, the scores of communication, specialized and practical operation, specialized health education gnidanee, the ability to observe and discovery the problem by using the specialized knowledge, and the ability to analyze and solve the problem by using the specialized knowledge were （5.8 ± 1.8 ）, （6.8 ±1.5 ）, （5.9 ±1.3 ）, （6.4 ± 1.7 ） and （ 6.0 ± 2.0） after the implementation of training, respectively, which were higher than those of（4.9±2.0）, （5.8±1.5）, （4.9±2.1）, （5.4±1.2） and （5.1±1.3） before the implementation of training points, these differences were statistically significant （t = 2. 244, 3. 162, 2. 716, 3. 224, 2. 531, respectively; P 〈0.05 ）. After the implementation of training, there were statistically significant differences between the two groups on the scores of communication, specialized and practical operation, specialized health education gnidanee, the ability to observe and discovery the problem by using the specialized knowledge, and the ability to analyze and solve the problem （ t = 2. 282,2. 553,2.235,2. 344, respectively; P 〈 0.05 ）. Conclusions The application of bedside teaching in specialized ability training can significantly improve the nurses＇ satisfaction with training, theoretical knowledge and comprehensive abilities among the nurses who worked for 2-5 years, which is worth of nurse managers and educators to learn and use. Key words: Teaching; Nurse ; On-job training; Practical ability; Continuing education

Exploring the relationship between experienced students' preference for open- and closed-book examinations, approaches to learning and achievement

The relationship between university students' approaches to learning and preference for the open- and closed-book examinations was investigated for 144 Greek undergraduate (56 third- and 88 fourth-year) students attending a Philosophy, Education and Psychology Department. The approaches were explored by the Approaches and Study Skills Inventory for Students (ASSIST). Examination preferences for open- or closed-book exams were assessed by 3 self-report questions. Students who preferred the open-book examination scored lower on “Time management”, “Achieving”, and “Unrelated memorising”. The study provides links between the students' study orchestrations/profiles, assessment preference, and achievement. The deep profile students (mainly 3rd-year students) seem to prefer the open-book exam but appear unorganised in their study in a similar extent to surface-profile students. They also reported low achievement. The study cautiously suggests the influence of the year of study on students' assessment preference. The results are discussed in relation to recent literature.

Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on Performance, Retention, and Anxiety

The differences between open-book, cheat sheet, and closed-book exams were examined in two different types of psychology courses. A total of 297 students enrolled in eight sections of Introductory Psychology and 99 students enrolled in four sections of Statistics participated in this study. Exam types were counterbalanced across sections of the same course. Students were given either open-book, cheat sheet, or closed-book exams, took a surprise quiz two weeks after the exams to measure retention of course material, completed a preference questionnaire, and took a pre-test measure of test anxiety on open-book and cheat sheet tests. While students did slightly better on open-book exam than on closed-book exams, they also much preferred open-book and cheat sheet exams over closed-book exams, and had lower levels of anxiety when taking open-book exams compared to cheat sheet exams. Based on these results, open-book exams may be a superior style of examination for a variety of psychology courses.

A Discussion of the Effect of Open-book and Closed-book Exams on Student Achievement in an Introductory Statistics Course

The use of open-book tests, closed-book tests, and notecards on tests in an introductory statistics course is described in this article. A review of the literature shows that open-book assessments are universally recognized to reduce anxiety. The literature is mixed however on whether deeper learning or better preparation occurs with open-book exams. This article reviews the Math 300 Statistics course testing policy which evolved from closed-book exams to open-book exams to closed-book exams with notecards. Our experience led to increased student enjoyment of the course while continuing to encourage deeper student learning.

The summative assessment diet: how we assess in mathematics degrees

Much research and many papers on mathematics pedagogy have discussed assessment and, in particular, the need to provide a varied diet of methods by which students are assessed for the award of their degree. In this article, we explore the mix of assessment methods provided across a range of UK university mathematics departments. We examine the relationship between the mix of assessment methods and type of institution and between the type of assessment and the mathematical topic. We found that closed book exam is still the most common assessment method in undergraduate mathematics, with some new assessment methods, such as projects and presentations, now used in most UK institutions.

Study Behavior in the Closed-Book and the Open-Book Examination: A Comparative Analysis

The study focused on students’ perceptions in order to find out the study behavior put forward by them prior to and during the exam in each of both the open-book and the closed-book exam alternatives. Participants were 181 students, comprising a 72.8% response rate, who experienced both exam alternatives; they were asked to assess 39 statements referring to study behaviors on a 5-point scale (1 = not at all present to 5 = present to a very great extent) for both exam options. The results indicated that students preparing for a closed book examination tend to postpone their study at the end of the semester, focus on the assigned texts and memorize information. Students preparing for an open-book examination tend to consult various sources and interrelate the information acquired; when taking the exam, they work creatively while, at the same time, they probe deeply into the knowledge gained. When the 39 statements were factor-analyzed, four factors emerged having to do with (a) mastering the course content; (b) involvement in the learning process; (c) using the knowledge gained in a creative way; and (d) facing the exam with optimism. For all four factors, the composite score was higher for the open-book exam option than for the closed one. The implications of the study as well as its major flaws are also discussed.

495 Prison Master Gardener Program Contributes to Improved Social and Vocational Skills

Patuxent Institution, a maximum security prison in central Maryland, enlisted Maryland Cooperative Extension (MCE) in 1996 to develop a master gardener (MG) program for inmates as part of its horticultural therapy program. The twin goals are to improve inmate social and coping skills and provide vocational training in horticulture. The program has graduated 30 certified master gardeners over three training cycles. Selected trainees are carefully screened and must complete a preliminary horticulture course before entering the MG program. To earn the MG certificate, inmates receive 65 hours of training, pass a 100-question closed-book exam, and contribute 40 hours of service to the program. The inmates apply their knowledge to a 2-acre garden site that includes a production greenhouse. Placing released inmates in green industry jobs is an important program goal. The program has two unique features: 1) inmates are taught by MG from surrounding counties and MCE faculty. MG volunteers who present subject matter, earn volunteer credit for their participation, gain experience in a horticultural therapy setting, and express a high degree of satisfaction teaching and interacting with inmates. 2) All horticultural crops are produced organically by the inmates (all of whom have a substance abuse history) to demonstrate that life can be nurtured without chemical substances. One self-report research instrument showed that participants had a decreased vulnerability to addiction.

The ‘Power Test’: its impact on student learning in a materials science course for engineering students

This paper explores the impact on students’ learning of a change in assessment in a materials science course for engineers. The theory behind the move is discussed with reference to previous work on developing deeper approaches to learning in students at university. The new concept adopted was a ‘power test‘ — an open book format final exam, with extended time and opportunities for colleague interaction. Student response was evaluated by interviews and structured group discussions using a nominal group technique and outcomes were assessed by classification of student exam answers using the SOLO taxonomy of Biggs & Collis (1982). Results were compared with those of students taking the same course in the previous year but who were assessed by standard closed book exam. Problems associated with the introduction of such a novel course assessment to an otherwise traditional degree are discussed.

Reactions of Students and Teachers Towards Key Facets of Classroom Testing

This study compared and contrasted the attitudes and perceptions of 402 high school students and 174 of their teachers with respect to a selected number of critical dimensions of classroom testing and assessment (e.g. varying item formats, choice among items, open book exams, quizzes, etc.) In addition, the findings were partially replicated on an independent sample of 248 junior high school students. The majority of students preferred being given written assignments to taking tests, clearly preferred open book to closed book exams, were in favor of free choice among items and opposed quizzes. In addition, students felt that tests should be more heavily weighted relative to other devices for purposes of student grading. The majority of teachers were also in favor of allowing some choice among items and favored weighting test scores heavily for grading purposes. However, in contrast to students, teachers tended to favor quizzes and preferred tests to papers, with a particular affinity for open test formats. On the whole, reasons offered by teachers and students for their test attitudes were highly comparable. The practical implications of the findings for classroom testing are discussed and a mapping sentence specifying the universe of content of test attitude and examinee feedback research is suggested as a heuristic device for guiding future research.

The Merits of the Take‐Home, Closed‐Book Exam

The results of two studies assessing the several merits and the few, if any, drawbacks of the take‐home, closed‐book exam are reported and discussed.