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

Abstract

Assessment is an essential step in the teaching and learning process. Traditional examination methods (closed-book, time-constrained, invigilated, multiplechoice) prevail in higher education despite support foralternative approaches wherein students construct knowledge through active, authentic activities. A review ofthe scholarly literature focused on merits and limitations of traditional closed-book exams in-person and in anonline, remote course delivery context, as well as benefits, concerns, and considerations of transitioning to open-book exams at a time of upsurge in online learning. Within the dichotomy of traditional versus alterative exam strategies, the literature is inconclusive on shared matters, including student academic integrity, study habits, anxiety, performance, and long-term retention of information.

Through the COVID-19 to Prospect Online School Learning: Voices of Students from China, Lebanon, and the US

“…However, no assessment test solution for an online course is perfectly practical. For example, although open-book exams tend to assess thinking skills, it may lead students hunting for answers instead of spending time understanding what they have learned [20][21][22]. As a result, academic honesty and effective assessment pose additional challenges to the quality of online education.…”

Now what? Pedagogical implications of a shift to open book assessment of vector calculus

“…[10] and [11] observe that preparing for a closed book exam is different to preparing for an open book exam and students often do not prepare enough or properly for this type of exam. [5], in their literature review of open book assessment, cite several examples of inappropriate preparation.…”

“…Mathematics assessment, generally speaking, is closed book, written under controlled circumstances, often with no calculator [1], [2], [3], [4], [5]. A slight deviation from fully closed book is to allow students to create their own formula sheets (see for example [6]).…”

Did Home-Based Exams during COVID-19 Affect Student Ranking? A Case from a Business School

“…Due to Norwegian law, there is limited opportunity to monitor (via camera or otherwise) student activities during THEs. However, if students believe it is easier to answer questions in THEs, this may influence their effort in preparing for and during their final exams (Parker et al, 2021), and this could also result in the changes seen in performance when comparing THE with ICE.…”