Evaluation: is an open book examination easier?

Brightwell, Richard; Daniel, Janine-Helen; Stewart, Angus

doi:10.3108/beej.2004.03000004

Cited by 41 publications

(60 citation statements)

References 6 publications

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“…The focus group perceived open-book assessment as more difficult and demanding than a closed-book assessment. Brightwell et al (2004) found that students still preferred open-book to closed-book assessment, even though they knew that open-book assessment required them to demonstrate higher-order thinking skills.…”

Section: Discussion On the Affinity 'Personal Experience And Hindrance'mentioning

confidence: 96%

“…Various researchers confirm that a strong focus on principles tends to nurture a better understanding (Killen & Hattingh, 2004;Theophilides & Koutselini-Ioannidou, 2000). This aspect of open-book assessment set the stage for students to move from surface learning to deep learning (Brightwell, Daniel & Stewart, 2004;Feldhusen, 1961;Gray, 1993;Heijne-Penninga et al,. 2006).…”

Section: Discussion On the Affinity 'Good Preparation'mentioning

confidence: 99%

“…A multitude of studies give evidence that students appear to have an optimistic orientation towards open-book assessment (Brightwell et al, 2004;Feldhusen, 1961;Feller, 1994;Gray, 1993;Theophilides & Koutselini-Ioannidou, 2000). Theophilides and Dionysiou (1996) found that students perceived open-book assessment as more positive than closed-book assessment.…”

Section: Encouragement (Affinity 3)mentioning

confidence: 99%

“…(Boniface, 1985;Broyles et al, 2005;Feldhusen, 1961;Jacobs, 1990). From the didactical perspective, numerous researchers have concluded that, when students understand the content, proficiency and professional skills are more easily attained (Brightwell et al, 2004;Feldhusen, 1961;Gray, 1993;Jacobs, 1990). This aspect of open-book assessment also sets the stage for students to progress from surface learning to deep learning (Botha, Fourie & Geyser, 2005;Feldhusen, 1961;Gray, 1993;Heijne-Penninga et al, 2006 …”

Section: Encouragement (Affinity 3)mentioning

confidence: 99%

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Taxation students’ perceptions of open-book assessment prior to the qualifying examination of South African chartered accountants

Preez

Preez²

2012

South African Journal of Accounting Research

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In this study taxation students' perceptions of open-book assessment, prior to their exposure to open-book assessment in the qualifying examination of South African chartered accountants, is explored. A focus group was conducted using the Interactive Qualitative Analysis methodology. In this focus group, taxation students without prior exposure to open-book assessment identified their perception themes (also referred to as affinities) on open-book assessment. These affinities were grouped together and described by them as: good preparation, back-up, encouragement, general advantages, improved quality of answers, negative symptoms, negative environment, personal experience and hindrance, different approach and time management. The students then identified relationships between these different affinities. These relationships were summarized and reflected on a System Interrelationship Diagram, giving a visual map of the students' perceptions.Findings from the System Interrelationship Diagram indicated that students perceive good preparation as the strongest driver for successful completion of an open-book assessment. This System Interrelationship Diagram showed three primary outcomes namely negative symptoms, different approach and time management. This implies that students perceived that open-book assessment may create laziness (negative symptom) in students leading to a different approach when preparing for and completing such assessments. Finally, they concluded that successful completion of an open-book assessment necessitates proper time management.

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Section: Discussion On the Affinity 'Personal Experience And Hindrance'mentioning

confidence: 96%

Section: Discussion On the Affinity 'Good Preparation'mentioning

confidence: 99%

Section: Encouragement (Affinity 3)mentioning

confidence: 99%

Section: Encouragement (Affinity 3)mentioning

confidence: 99%

See 2 more Smart Citations

Taxation students’ perceptions of open-book assessment prior to the qualifying examination of South African chartered accountants

Preez

Preez²

2012

South African Journal of Accounting Research

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“…Brightwell and al. describe five characteristics of OBT : they require skills, induce creative use of course content, increase self-feedback on competences, decrease stress during the examination and, finally, allow the students themselves to regulate the content of the studies (Brightwell, Daniel, & Stewart, 2004). This encourages reflection rather than memorization in a relaxed environment, which encourages students to study appropriate subjects (Bloom & Al.,1971;Eilertsen & Valdermo,2000).…”

Section: Discussionmentioning

confidence: 99%

Comparison of open and closed book test for admission in medical school

Cade¹,

Riou²,

Richard³

et al. 2018

MedEdPublish

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Introduction: Students' learning methods are highly influenced by the type of evaluation. Consequently, evaluation is a deciding step in the learning process. Multiple Choice Format Tests (MCQs) are almost exclusive in the admission to Health studies. PluriPASS suggests an educational reform of Health studies. This research aims at analyzing docimological features of Open-book Multiple Choice Format tests (OBT) compared to other usual tests used during the first year in Health studies curriculum (CC).

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Comparative evaluation of open book and conventional assessment methods in medical undergraduate students

Irungbam,

Prisi,

Shrivastava

et al. 2024

Biochem Molecular Bio Educ

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Medical science is a dynamic field of knowledge that is constantly broadening with upcoming clinical research and analysis. Traditional medical education has been focused on textbook‐based recall assessments—closed book assessment (CBA). However, the availability of newer technologies has made the accessibility to encyclopedic knowledge expeditious, which demands for a new approach for medical education. As medical professionals, the purpose of learning should be higher cognitive skills such as interpretation and synthesis. So, analyzing students’ ability to comprehend the concepts and learning to apply it in a realistic context than merely recalling the facts has come into attention. In this study, we aimed to evaluate and compare the performance of 250 first‐year MBBS students at Maulana Azad Medical College, New Delhi, India, between closed book and open book method for biochemistry. Students were divided into two groups, Group A and Group B, based on their average monthly internal assessment marks. CBA was followed by open book assessment (OBA) 1 week apart with similar questionnaire pattern and allotted time. A significant difference in average marks obtained by the two groups was observed in CBA. Group A scored better in CBA, but performance was comparable with Group B in OBA. OBA and CBA can contribute to an assessment program in part because of their complementary pros and cons, and OBA should not be thought of as an alternative to CBA, but their value may be in expanding beyond what is measured by CBA.

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Evaluation: is an open book examination easier?

Cited by 41 publications

References 6 publications

Taxation students’ perceptions of open-book assessment prior to the qualifying examination of South African chartered accountants

Taxation students’ perceptions of open-book assessment prior to the qualifying examination of South African chartered accountants

Comparison of open and closed book test for admission in medical school

Comparative evaluation of open book and conventional assessment methods in medical undergraduate students

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