Learning to adapt: student performance and adjustment in online open-book exams
DOI:
https://doi.org/10.47408/jldhe.vi41.1648Keywords:
open-book examinations, online examinations, academic integrity, online learningAbstract
Open-book exams (OBEs) mimic the format of closed-book exams (CBEs) but allow the use of resources, and questions focus on reasoning/problem-solving. This quasi-experimental pilot investigates how format affected performance in an online introductory nutrition course from fall 2019 to spring 2021. Students who completed OBE Midterm #1 performed worse than the CBE (83.1 + 0.2% compared to 84.0 + 0.4%; p<0.05) but 5% better for Midterm #2 (85.6 + 0.2% compared to 80.6 + 0.4%; p<0.05). The overall course grade for OBEs was 3.5% higher (p<0.05). The OBE format often requires adjusting expectations and alternative study techniques; thus, incorporating OBEs should be approached thoughtfully, with consideration for established learning frameworks. While this study was conducted prior to the widespread availability of generative AI tools, the findings offer insights for contemporary assessment design, emphasising the importance of considering resources needed to support OBEs and their influence on learning and academic integrity.
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