Use of open book examination in higher education

1. OPEN BOOK EXAMINATION
Professor Ramakanta Mohalik
Regional Institute of Education
Bhubaneswar
email-rkmohalik@riebbs.ac.on
2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

2. Concept of Assessment
• Assessment an integral part of teaching
learning in higher education.
• It is the process of gathering, analyzing,
interpreting and using information collected
from students for quality improvement of
learning.
2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

3. Drawbacks of Present Exams
• Higher education is examination oriented
• Tests memory-cramming up information
• Non testing of HOTs
• More stress on external exams
• Little focus on continuous exams
• Blocks quest for knowledge, excitement for
discovery & joy of learning
• Poor quality questions
• Delay declaration of results
2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

4. Open Book Examination
• An "open book examination" is an assessment
method that allows students to refer to either
class notes and summaries or a “memory aid”,
textbooks, or other approved material while
answering questions.
• It can be of Restricted Type/Unrestricted Type
2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

5. Closed Book Vs. Open Book
2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR
Aspects Closed Book Open Book
Types of Items Essay, Supply &
recognition questions
Open ended
question
Learning
Outcomes
Lower level of learning
outcomes
Higher order
thinking skills
Reference Source
Permitted
No reference materials
are permitted
All types of
reference materials
are permitted
Time Limit
Specific time limit With or without
time limit
Place of Exam
University/college University/college/
home

6. Merits of Open Book Exams
• Assess HOTs of students.
• Discourage rote learning.
• Change style of teaching-learning.
• Attitude of students to learning/examination
will change.
• Encourage active pedagogy-discussion,
questioning, problem solving, project based.
• Learning becomes enjoyable NOT painful
2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

7. Writing Questions for Open Book Exams
• Base questions on the interpretation and application of knowledge,
comprehension skills, and critical thinking skills rather than only
knowledge recall.
• Make use of case/problem/real world-based questions that require
students to apply critical reasoning skills.
• Devise clear and unambiguous questions to limit student confusion
and time spent interpreting the question.
• Devise questions that require students to apply and make use of
the information from their textbook or notes rather than simply
requiring them to locate and re-write this information.
• Design questions and overall exam paper with the learning
outcomes in mind i.e. what skills and knowledges are you assessing.
• Present relevant qualitative or quantitative data and then ask
students interpretative and application questions – What does the
data show?
2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

8. Exemplar Questions
Types of Socratic
Questions
Type of Questions
Clarification questions What do you mean by…?
Could you put this another way?
What do you think is the main issue?
Assumption questions Why would someone make this assumption?
What is assuming here?
What could we assume instead?
Reason and evidence
questions
What would be an example?
Why do you think this is true?
Could you explain your reason to us?
Origin or source
questions
Has your opinion been influenced by something or
someone?
Where did you get that idea?
What caused you to feel that way?
Implications and
consequence
questions
What effect would that have? What is an alternative? If that
happened, what else would happen as a result? Why?
2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR