This document discusses open book examinations. It begins by defining open book exams as exams where students are allowed to bring and consult course materials like textbooks, notes, and other resources. The document then discusses advantages like emphasizing higher-order thinking over memorization and disadvantages like increased workload. It provides details on the types of open book exams, why they are used, misconceptions about them, and the kinds of questions they may involve like application questions. Overall, the document provides an overview of open book exams, their purpose, and considerations around their use.

1. Open Book Examination
Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com

2. • Evaluation in education is a rational act.
• Suchman (1972) points out that evaluation remains the
methodological and empirical foundation for augmenting rationality
in peoples’ action.
• Student evaluation, for example, becomes a feedback mechanism for
both the instructor and the student.
• One of the options for student evaluation is the open-book
examination.

3. Examination and Issues
• Very sensitive
• Confidential
• Objective
• Valid
• Ethics
• Comprehensive
• ICT based
• Many more………….

4. • This type of evaluation is practised sometimes at the university
level.
• In such an examination students are allowed to bring with them and
consult the course textbooks, as well as notes and any other
pertinent material they gathered and/or prepared during the
course.
• Tussing posited as early as 1951 that the open-book examination
“removes much of the fear and emotional block encountered by
students during examination, while, at the same time, it
emphasizes practical problems and reasoning rather than recall of
facts”

5. • Empirical research findings…….
• Does not lead to higher student achievement in terms of test scores,
especially when the examination questions require higher order thinking
(Jehu et al., 1970; Kalish, 958);
• Reduces examination tension and stress, promotes a fair examination and
leads to lasting learning outcomes (Feldhusen, 1961; Jehu et al., 1970;
Michaels & Kieran, 1973; Weber et al., 1983), and
• Reduces the unnecessary rote memorizing of facts, thus prompting
students to prepare themselves in more constructive ways (Feldhusen,
1961).

6. Why Do People Prefer Open-Book Exams?
• most people find open-book tests less stressful than closed-book tests.
• open-book questions will emphasize problem solving, creativity, or deep
knowledge rather than a simple recall of facts.
• open-book exams reflect real life more accurately than closed-book
exams.
• open-book exam emphasize deep knowledge and mimic reality more
closely than closed-book exams:
• Eilertsen and Valdermo (2000) argued that an open-book exam encourages
greater engagement and improves understanding of course material.
• Feller (1994) further suggested that the open-book exam is superior to
closed-book exams as it is more realistic—similar to problem-solving
situations.

7. What is an Open Book Examination?
• examinees are allowed to consult their class notes, textbooks, and other
approved material while answering questions.
• This practice is not uncommon in law examinations, it is ideally suited to
teaching programmes that especially aim at developing the skills of critical
and creative thinking.
• In the broadest sense, an open book exam allows students to consult some
form of reference material in the course of completing the exam.
• Open book exams and closed book exams have different pedagogical ends.
• While a closed book exam “places a premium on accurate and extensive
recall, and unless carefully designed, its assessment of students’ knowledge
is likely to be dominated by that ability”.

8. open book exams places the focus on higher level learning.
Because open book exams don’t have the same emphasis on
memorization, questions can move up Bloom’s Taxonomy of Educational
Objectives, and ask students to analyze, evaluate, or synthesize
knowledge, rather than just remember it.
According to Chan, 2009.
• Students are allowed to review reference material during the
examination
• Exam questions are distributed to students in advance of the exam,
allowing students to prepare resources for use in the exam.
• Students are allowed to take home their exams to complete at home
within a specified time period.

9. • Types of Open Book Examinations
• Restricted Type and Unrestricted Type
Restricted type:
1. Students are permitted to bring into the examination room one or more
specific documents approved by the course instructor.
2. Students may be permitted to consult printed documents such as the
logarithmic tables, dictionaries, or complete works of Shakespeare, but no
handwritten material or printed documents which have not had prior
approval.
3. The approved documents function more or less as appendices to the question
paper itself.
4. These examinations are not radically different from closed book examinations.
They do not present any special problems, irrespective of the nature of the
course.

10. • Unrestricted Type:
• students are free to bring whatever they like.
• They may bring any books, lecture handouts of the course instructor, or
their own handwritten notes.
• The use of such examinations presumes certain teaching strategies and
types of questions.
• In particular, it demands that the course focuses on a set of intellectual
skills, rather than on the information content, and that no content
based questions be asked in the examination.

11. Why are some exams 'open book'?
• Because they test for more than just rote-learning. At
university, simply memorising and repeating
information is not enough to get you a good mark.
• Higher education is supposed to equip you with
intellectual abilities and skills.
• Open Book exams test your ability to quickly find
relevant information and then to understand,
analyse, apply knowledge and think critically.

12. • What kinds of questions will an open book exam have?
• Open Book Exams don't test your memory. They test your
ability to find and use information for problem solving, and to
deliver well-structured and well-presented arguments and
solutions.
• Open Book exam questions usually require you to apply
knowledge, and they may be essay-style questions or involve
problem solving or delivering solutions. The style of question
depends on the faculty or school setting the exam. For example
in Law, the questions may set up a hypothetical fact situation
that you will need to discuss.

13. Misconceptions about open book exams
1) Open Book exams are a breeze
• Open Book exams are not an easy option. Answering the questions well requires
more than just copying information straight from texts.
2) You don't have to study
• Probably the biggest misconception about Open Book exams is that there is no
need to study anything. However, you should study just as you would for any other
exam.
• This means you must fully understand and be familiar with the content and
materials of your course so you can find and use the appropriate information.
• In Open Book exams, you need to quickly find the relevant information in the
resources you have. If you don't study you won't be able to–you won't know where
it is.

14. 3) You can just copy straight from the book!
• You can't copy chunks of text directly from textbooks or notes. This is plagiarism.
• so you are expected to do more than just reproduce them.
• You must be able to find, interpret and apply the information in your sources to
the exam questions. You usually need to reference as well, just as you would for any
other assignment.
4) The more materials the better!
• Don't get carried away and overload with materials and resources in the exam.
• Only take what you need. Stacks of books won't necessarily guarantee your
performance, and you won't have time for extensive reading.
• Too many materials can end up distracting you and crowding up your work space.
• Carefully select your materials and organise them for quick reference.

15. • Advantages
• Availability of reference material allows more freedom and flexibility in
constructing exam questions
• Emphasizes higher order skills, de-emphasizes “cramming” or rote memorization
• Broader in scope –
• Students can call upon more information than they could have ever been expected to
memorize
• Questions can be longer and more involved and require students to integrate information
from multiple sources or types.
• Exams can address a greater variety of subjects and learning objectives
• Permits more realistic exam questions
• Easier to include multi-step problems
• Can continue or extend work done in assessments
• Encourages students to develop new learning strategies to ensure their success
• Enhances information retrieval skills
• Places greater focus on knowing how to use information

16. Disadvantages
• Students may place too much emphasis on their reference materials.
• Students may believe that they don’t need to study as much, or may
underestimate how long it will take them to locate the information in their
reference materials.
• Student workload may be increased by the need to create reference materials
before exams
• Instructor workload may be increased if it’s necessary to police the material that
is used in the exam.
• Depending on the reference materials being used, limited desk space may be a
problem.
• The reference material may not be available to all students, such as an expensive
textbook that all students may not have purchased.
• Students may be unfamiliar with the format and will need to be provided with
clear procedures and rules.
• Several types of questions that would be acceptable in a closed book exam will
not working an open book exam.

17. Thank You
Dr. Jagannath K. Dange
Department of Education
Kuvempu University
Shankaraghatta
Dist: Shimoga,
Karnataka
jkdange@gmail.com
http://jkdange.blogspot.com