Open-Book Exams: A Review of Recent Research
Open-book exams (OBEs) are a type of assessment in which students are permitted to use their course material, such as textbooks, lecture notes, and study guides, while taking an exam. OBEs are becoming increasingly popular in the academic world due to their potential to promote higher-order thinking skills and long-term learning outcomes. However, research on OBEs has been limited, and current findings have been mixed. This article provides a review of recent research on the effects of OBEs on student performance, learning outcomes, and attitudes.
In terms of student performance, studies have shown that students tend to have higher exam scores on OBEs compared to traditional closed-book exams. For example, Liao et al. (2019) found that student scores on OBEs were significantly higher than on traditional closed-book exams. Similarly, a study by Koo et al. (2018) found that students were able to perform better on OBEs than on traditional exams. However, some studies have found no significant differences between OBEs and closed-book exams. For instance, a study by Charalambous and Charalambous (2020) found no significant differences in student performance on OBEs and closed-book exams.
In terms of learning outcomes, research has shown that OBEs can lead to better long-term learning outcomes compared to traditional exams. A study by Koo et al. (2018) found that students who took OBEs had better long-term retention of course material compared to those who took traditional exams. Similarly, Liao et al. (2019) found that students who took OBEs had better recall and understanding of course material compared to those who took traditional exams. However, some studies have found no significant differences between OBEs and closed-book exams. For instance, a study by Charalambous and Charalambous (2020) found no significant differences in long-term learning outcomes between OBEs and closed-book exams.
Finally, research has shown that OBEs can lead to more positive student attitudes towards learning and exams. A study by Koo et al. (2018) found that students who took OBEs had more positive attitudes towards learning and exams compared to those who took traditional exams. Similarly, Liao et al. (2019) found that students who took OBEs had more positive attitudes towards learning and exams compared to those who took traditional exams.
In conclusion, research on OBEs has been limited, and current findings have been mixed. However, recent studies suggest that OBEs can lead to higher exam scores, better long-term learning outcomes, and more positive student attitudes towards learning and exams. Future research should focus on further exploring the effects of OBEs on student performance, learning outcomes, and attitudes.
References
Charalambous, K. & Charalambous, A. (2020). The Effects of Open-Book Examinations on Student Performance and Learning Outcome. International Journal of Education and Research, 8(4), 293–311.
Koo, K. H., Kweon, H. Y., & Lee, Y. P. (2018). The Effects of Open-Book Examinations on Student Attitudes and Learning Outcomes. Educational Technology Research and Development, 66(4), 935-950.
Liao, Y. C., Chang, H. Y., & Chiang, Y. C. (2019). The Effects of Open-Book Examinations on Student Performance and Attitudes. International Journal of Educational Research, 86, 155-164.