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ERIC Number: EJ848703
Record Type: Journal
Publication Date: 2004-May
Pages: 10
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1479-7860
Evaluation: Is an Open Book Examination Easier?
Brightwell, Richard; Daniel, Janine-Helen; Stewart, Angus
Bioscience Education e-Journal, v3 Article 3 May 2004
In terms of the assessment of students, it is generally accepted that open book examinations create an enriched environment, offering the student an opportunity to better understand and respond to a particular question. The present study provided the opportunity to examine this assumption and test it in a controlled manner. During the study of an introductory University Anatomy and Physiology unit, students were required to complete two assessments. The first assessment was an online multiple-choice examination with 50 questions either reviewing concepts or requiring critical thinking and clinical applications. This test was first undertaken by students (N=196) in class time. The results were analysed and the opportunity was offered for the students to repeat the test with the assistance of their textbooks. Upon repeating the test under these conditions it was shown that there was no significant difference between the means of the scores. It was concluded that a suitably constructed set of questions could be used to discriminate student abilities in either an open or closed book environment. (Contains 4 figures and 2 tables.)
Centre for Bioscience, The Higher Education Academy. Room 9.15 Worsley Building, University of Leeds, Leeds, LS2 9JT, UK. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail: beej@leeds.ac.uk; Web site: http://www.bioscience.heacademy.ac.uk/journal
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia