Open-Book Examinations (OBEs) in an Ultrasound Physics Course: A Good Idea or a Bad Experiment?

Abstract

An educator's goal is to develop students who, at a minimum, are entry-level competent in the cognitive, psychomotor, and affective learning domains. One method for evaluation of cognitive competence is through assessment. Traditional, closed-book assessment is the most common assessment method. 1 Closed-book examinations (CBEs) do not allow the learner to use educational resources during the examination. This may encourage study habits of "cramming" the night before the examination and "data dumping" the day of the examination, with little long-term recall of knowledge. The memorization of facts and the ability to recall these facts is a key focus in CBEs. 2-6 In contrast, open-book examinations (OBEs) allow the learner to use educational resources such as books and notes during the examination. There are two basic types of OBEs: the restricted type, which allows the learner to bring to the examination only "instructorapproved" texts and study material, and the unrestricted or free type, which allows the learner to bring in any type of resource to the examination. 7 Consistent themes have emerged in the literature related to OBEs. Data from student surveys and focus groups find that most students prefer OBEs to CBEs. 2,3,5,8-10 Students approach open-book testing with greater optimism; they work out their answers in a more relaxed way and feel more confident about their overall performance. 9 OBEs improve study habits and examination preparation. 10 Theophilides and Koutselini 9 found that students who are aware the course assessment method is OBE are more attentive throughout the course, use study activities that promote a deeper learning of the material, and become more involved in their learning process. Learning and examination preparation are enhanced by the process of students organizing their notes for the examination and rewriting the information in a format 821075J DMXXX10.

Traditional Versus Open-Book Exams in Remote Course Delivery: A Narrative Review of the Literature

“…Traditional exams (closed-book, in-person, and invigilated) have deep roots in higher education. [4,5,6,21,22] While other methods are in use, traditional exams remain a predominant and steadfast choice across the disciplines. [6] Traditional exams can include short-answer and essay questions, but multiple-choice questions are more common and arguably more objective since there is only one correct answer.…”

“…[8,35,36] A notable benefit of open-book exams is their impact on student emotions, specifically reduced anxiety and increased confidence. [5,36,37] Allowing the use of resources during an exam, such as the use of notes, textbooks and websites or permission to collaborate with peers, is a form of cognitive offloading that can offer emotional and performance benefits as compared to exams with closed-book restrictions. [38] While an instructor still needs to make it clear what cognitive tools are allowed, students report feeling less anxious and more optimistic and relaxed when taking an open-book exam.…”

“…[39] Open-book exams can simultaneously mitigate cheating if they challenge students with questions targeting higher-order thinking. [5,6,13] Certain types of exam questions are more susceptible to cheating than others in an open-book context. Answers to basic knowledge and common math or science problems can be easily located in a textbook or searched for online.…”

“…[18] However, when certain resources are permitted during an exam (and memorization is not required), students can be challenged with questions that require higher-order thinking, such as analyzing and evaluating information, and the self-formulation of responses. [5,13,14,36]…”

“…[1] Assessment is central to the student experience, a way to engage meaningfully with course content, and can evoke an array of negative emotions, such as fear, dread, anxiety, and intimidation, or even positive emotions, such as confidence and optimism. [2,3,4,5] Traditional exams are characteristically closed-book, invigilated, time-constrained, and may consist primarily of multiple-choice style questions. [1,6] Alternative ways of measuring student knowledge and skills are a departure from traditional approaches, such as oral presentations, essays, performances, group projects, peer-assessment, journals, self-assessment, field experiences, oral exams, and portfolios.…”