ERIC Number: EJ769010
Record Type: Journal
Publication Date: 2007-Jul
Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?
Moore, Randy; Jensen, Philip A.
Journal of College Science Teaching, v36 n7 p46-49 Jul 2007
Students in an introductory biology course who were given open-book exams during the semester earned significantly higher grades on these exams, but significantly lower grades on the closed-book final exam, than students who took in-class, closed-book exams throughout the semester. Exam format was also associated with changes in academic behavior; students who had upcoming open-book exams attended fewer lectures and help sessions and submitted fewer extra-credit assignments than students who had upcoming closed-book exams. These results suggest that open-book exams diminish long-term learning and promote academic behaviors that typify lower levels of academic achievement. (Contains 3 tables.)
Descriptors: Biology, Introductory Courses, Test Format, Tests, Comparative Testing, Research Methodology, Undergraduate Students, Attendance Patterns, Behavioral Objectives, Student Attitudes, Habit Formation
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: firstname.lastname@example.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A