Open Book Examination

Dr. Jagannath K. Dange

Department of Education

Kuvempu University

Shankaraghatta

Dist: Shimoga,

Karnataka

jkdange@gmail.com

http://jkdange.blogspot.com

• Evaluation in education is a rational act.

• Suchman (1972) points out that evaluation remains themethodological and empirical foundation for augmenting rationalityin peoples’ action.

• Student evaluation, for example, becomes a feedback mechanism forboth the instructor and the student.

• One of the options for student evaluation is the open-bookexamination.

Examination and Issues

•Very sensitive

•Confidential

•Objective

•Valid

• Ethics

•Comprehensive

• ICT based

•Many more………….

• This type of evaluation is practised sometimes at the universitylevel.

• In such an examination students are allowed to bring with them andconsult the course textbooks, as well as notes and any otherpertinent material they gathered and/or prepared during thecourse.

• Tussing posited as early as 1951 that the open-book examination“removes much of the fear and emotional block encountered bystudents during examination, while, at the same time, itemphasizes practical problems and reasoning rather than recall offacts”

• Empirical research findings…….

• Does not lead to higher student achievement in terms of test scores,especially when the examination questions require higher order thinking(Jehu et al., 1970; Kalish, 958);

• Reduces examination tension and stress, promotes a fair examination andleads to lasting learning outcomes (Feldhusen, 1961; Jehu et al., 1970;Michaels & Kieran, 1973; Weber et al., 1983), and

• Reduces the unnecessary rote memorizing of facts, thus promptingstudents to prepare themselves in more constructive ways (Feldhusen,1961).

Why Do People Prefer Open-Book Exams?

• most people find open-book tests less stressful than closed-book tests.

• open-book questions will emphasize problem solving, creativity, or deepknowledge rather than a simple recall of facts.

• open-book exams reflect real life more accurately than closed-bookexams.

• open-book exam emphasize deep knowledge and mimic reality moreclosely than closed-book exams:

• Eilertsen and Valdermo (2000) argued that an open-book exam encouragesgreater engagement and improves understanding of course material.

• Feller (1994) further suggested that the open-book exam is superior toclosed-book exams as it is more realistic—similar to problem-solvingsituations.

What is an Open Book Examination?

• examinees are allowed to consult their class notes, textbooks, and other approved material while answering questions.

• This practice is not uncommon in law examinations, it is ideally suited to teaching programmes that especially aim at developing the skills of critical and creative thinking.

• In the broadest sense, an open book exam allows students to consult some form of reference material in the course of completing the exam.

• Open book exams and closed book exams have different pedagogical ends.

• While a closed book exam “places a premium on accurate and extensive recall, and unless carefully designed, its assessment of students’ knowledge is likely to be dominated by that ability”.

open book exams places the focus on higher level learning.

Because open book exams don’t have the same emphasis onmemorization, questions can move up Bloom’s Taxonomy of EducationalObjectives, and ask students to analyze, evaluate, or synthesizeknowledge, rather than just remember it.

According to Chan, 2009.

• Students are allowed to review reference material during theexamination

• Exam questions are distributed to students in advance of the exam,allowing students to prepare resources for use in the exam.

• Students are allowed to take home their exams to complete at homewithin a specified time period.

• Types of Open Book Examinations

• Restricted Type and Unrestricted Type

Restricted type:

1. Students are permitted to bring into the examination room one or morespecific documents approved by the course instructor.

2. Students may be permitted to consult printed documents such as thelogarithmic tables, dictionaries, or complete works of Shakespeare, but nohandwritten material or printed documents which have not had priorapproval.

3. The approved documents function more or less as appendices to the questionpaper itself.

4. These examinations are not radically different from closed book examinations.They do not present any special problems, irrespective of the nature of thecourse.

• Unrestricted Type:

• students are free to bring whatever they like.

• They may bring any books, lecture handouts of the course instructor, ortheir own handwritten notes.

• The use of such examinations presumes certain teaching strategies andtypes of questions.

• In particular, it demands that the course focuses on a set of intellectualskills, rather than on the information content, and that no contentbased questions be asked in the examination.

Why are some exams 'open book'?

•Because they test for more than just rote-learning. Atuniversity, simply memorising and repeatinginformation is not enough to get you a good mark.

•Higher education is supposed to equip you withintellectual abilities and skills.•Open Book exams test your ability to quickly find

relevant information and then to understand,analyse, apply knowledge and think critically.

• What kinds of questions will an open book exam have?

• Open Book Exams don't test your memory. They test yourability to find and use information for problem solving, and todeliver well-structured and well-presented arguments andsolutions.

• Open Book exam questions usually require you to applyknowledge, and they may be essay-style questions or involveproblem solving or delivering solutions. The style of questiondepends on the faculty or school setting the exam. For examplein Law, the questions may set up a hypothetical fact situationthat you will need to discuss.

Misconceptions about open book exams

1) Open Book exams are a breeze

• Open Book exams are not an easy option. Answering the questions well requires more than just copying information straight from texts.

2) You don't have to study

• Probably the biggest misconception about Open Book exams is that there is no need to study anything. However, you should study just as you would for any other exam.

• This means you must fully understand and be familiar with the content and materials of your course so you can find and use the appropriate information.

• In Open Book exams, you need to quickly find the relevant information in the resources you have. If you don't study you won't be able to–you won't know where it is.

3) You can just copy straight from the book!

• You can't copy chunks of text directly from textbooks or notes. This is plagiarism.

• so you are expected to do more than just reproduce them.

• You must be able to find, interpret and apply the information in your sources to the exam questions. You usually need to reference as well, just as you would for any other assignment.

4) The more materials the better!

• Don't get carried away and overload with materials and resources in the exam.

• Only take what you need. Stacks of books won't necessarily guarantee your performance, and you won't have time for extensive reading.

• Too many materials can end up distracting you and crowding up your work space.

• Carefully select your materials and organise them for quick reference.

• Advantages

• Availability of reference material allows more freedom and flexibility in constructing exam questions

• Emphasizes higher order skills, de-emphasizes “cramming” or rote memorization• Broader in scope –

• Students can call upon more information than they could have ever been expected to memorize

• Questions can be longer and more involved and require students to integrate information from multiple sources or types.

• Exams can address a greater variety of subjects and learning objectives

• Permits more realistic exam questions• Easier to include multi-step problems• Can continue or extend work done in assessments• Encourages students to develop new learning strategies to ensure their success• Enhances information retrieval skills• Places greater focus on knowing how to use information

Disadvantages

• Students may place too much emphasis on their reference materials.• Students may believe that they don’t need to study as much, or may

underestimate how long it will take them to locate the information in theirreference materials.

• Student workload may be increased by the need to create reference materialsbefore exams

• Instructor workload may be increased if it’s necessary to police the material thatis used in the exam.

• Depending on the reference materials being used, limited desk space may be aproblem.

• The reference material may not be available to all students, such as an expensivetextbook that all students may not have purchased.

• Students may be unfamiliar with the format and will need to be provided withclear procedures and rules.

• Several types of questions that would be acceptable in a closed book exam willnot working an open book exam.

Thank YouDr. Jagannath K. DangeDepartment of EducationKuvempu UniversityShankaraghattaDist: Shimoga, Karnataka

jkdange@gmail.comhttp://jkdange.blogspot.com