The relative impact of in-class closed-book versus take-home open-book examination type on academic performance, student knowledge retention and wellbeing
Bibliographic Data
| ID | 19379672 |
|---|---|
| Authors | Tali Spiegel (0000-0002-9932-1781, Utrecht University, corresponding author), Amy E Nivette (0000-0003-0597-3648, Utrecht University), Amy Nivette |
| Year | 2023 |
| Volume | 48 |
| Issue | 1 |
| Pages | 27-40 |
| Publication date | 2023-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2021.2016607 |
| OpenAlex | W4200373758 |
| Language | EN |
| Citations received | 7 |
| References cited | 40 |
This study investigates the relationship between take-home (open-book) examinations (THE) and in-class (closed-book) examinations (ICE) on academic performance and student wellbeing. Two social science courses (one bachelor and one master) were included in the study. In the first cohort (2019), students from both courses performed an ICE, whereas students in the second cohort (2020) performed a THE. Four to six months following course completion, students were approached to fill out a survey pertaining to their academic performance and wellbeing during the course, and to complete a test measuring knowledge retention on the course materials. No significant differences were found between the ICE and THE cohorts in academic performance and knowledge retention for either the bachelor or the master students. Bachelor students who completed a THE in 2020 reported significantly lower wellbeing in comparison to their peers completing the ICE a year earlier. The implications of the results in the context of the Covid-19 pandemic are discussed
Bachelor · Cohort · Mathematics education · Medical education · Pedagogy · Innovations in Educational Methods · Innovations in Medical Education · Medicine · Online Learning and Analytics · Psychology
Drawing and Material Visibility in Video Learning
A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing
Technology enhanced assessment
Investigating the Interplay of Academic Dishonesty, Open Book Exams Perception, Preference, And Student Outcomes from The Self-Efficacy Theory Perspective
Factors associated with online examination cheating
Open book assessment
Online learning and assessment during the Covid-19 pandemic
Testing and life-long learning
Open-book assessment
Assessing the Teaching Quality of Accounting Programmes
Students’ perceptions of and learning practices in online timed take-home examinations during Covid-19
Using meta-reflection to improve learning and throughput
Psychological Wellbeing and Academic Experience of University Students in Australia during Covid-19
Using Open‐Book Tests to Strengthen the Study Skills of Community‐College Biology Students
The effect of concrete supplements on metacognitive regulation during learning and open‐book test taking
| Citations per year | 1.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |