The major functions of the open-book examination at the university level: A factor analytic study

Theophilides, Christos; Dionysiou, Omiros

doi:10.1016/0191-491x(96)00009-0

Cited by 49 publications

(59 citation statements)

References 8 publications

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“…One explanation for the similarity in preparation for open-book and closed-book MC examinations is that some study guides encourage students to highlight key facts and information that they may need in the examination (e.g., Collins & Kneale, 2004). Interestingly, females reported that they prepared more for the closedbook MC examination than they did for the open-book examination; this finding is consistent with previous research (Ioannidou, 1997;Theophilides & Dionysiou, 1996;Theophilides & Koutselini, 2000).…”

Section: Discussionsupporting

confidence: 82%

“…This is surprising given that a previous study has reported that students perceive open-book and closed-book examinations to be of equal difficulty (Theophilides & Dionysiou, 1996). However, the pattern of results in the present study may be partly due to preparation levels.…”

Section: Discussioncontrasting

confidence: 56%

“…Some argue that open-book examinations are useful to student learning because they reduce rote learning and foster higher-order thinking (Shine, Kiravu & Astley, 2004;Theophilides & Koutselini, 2000). Interestingly, most students perceive open-book and closed-book examinations to be of equal difficulty (Theophilides & Dionysiou, 1996). This may be because past experience has taught students that open-book examinations tend to foster an unrealistic sense of confidence and, consequently, they may prepare less for these examinations than for closed-book examinations, resulting in reduced performance (Ioannidou, 1997;Theophilides & Dionysiou, 1996;Theophilides & Koutselini, 2000).…”

Section: Multiple-choice Examinations In Psychologymentioning

confidence: 99%

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Does correction for guessing reduce students’ performance on multiple‐choice examinations? Yes? No? Sometimes?

Betts

Elder

Hartley

et al. 2009

Assessment & Evaluation in Higher Education

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Multiple-choice (MC) examinations are becoming increasingly popular in higher education because they can be used effectively to assess breadth of knowledge in large cohorts of students. This present research investigated Psychology students' performance on, and experiences of, MC examinations with and without correction for guessing. In Study 1, data were collected from two cohorts of students across three Psychology MC examinations. The results revealed that students scored higher, and left fewer questions unanswered, when there was no correction for guessing. Furthermore, when the correction for guessing was removed from the theory MC examination, students who were told there was no correction for guessing did better than those told there was a correction. In addition, there was limited evidence of gender differences, with female students performing significantly better on one MC examination than males. In Study 2, a further set of first-year Psychology students reported their experiences of correction for guessing on open-book and closed-book MC examinations. Students reported feeling less anxious and more confident on the openbook MC examination. The findings of both of these studies have implications for instructors deciding whether or not correction for guessing is appropriate, and for the advice to be given to students preparing for MC examinations.

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Section: Discussionsupporting

confidence: 82%

Section: Discussioncontrasting

confidence: 56%

Section: Multiple-choice Examinations In Psychologymentioning

confidence: 99%

See 1 more Smart Citation

Does correction for guessing reduce students’ performance on multiple‐choice examinations? Yes? No? Sometimes?

Betts

Elder

Hartley

et al. 2009

Assessment & Evaluation in Higher Education

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show abstract

“…Others have found that open-book exams decrease anxiety compared to closed-book tests (Theophilides & Dionysiou, 1996;Theophilides & Koutselini, 2000;Zoller & Ben-Chaim, 1988). The current results suggest that an open-book exam is also less anxiety provoking than a cheat sheet exam.…”

Section: Student Preferencessupporting

confidence: 62%

“…Students prefer open-book and cheat sheet exams because they feel they would be less anxious during those types of exams and therefore perform better (Zoller & Ben Chaim, 1988). Theophilides and his colleagues (Theophilides & Koutselini, 2000;Theophilides & Dionysiou, 1996) found that students reported that they were more optimistic and less anxious when taking open-book exams. On the other hand, Dickson and Miller (2005) found that students did not feel that being able to use cheat sheets decreased their test anxiety, although in their study, students reported their impressions at the end of the term, not during the exam itself.…”

mentioning

confidence: 99%

Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on Performance, Retention, and Anxiety

Gharib¹,

Phillips²,

Mathew³

2012

JPR

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The differences between open-book, cheat sheet, and closed-book exams were examined in two different types of psychology courses. A total of 297 students enrolled in eight sections of Introductory Psychology and 99 students This study developed from an ongoing debate in our department, one which is probably happening in many academic departments. The question is which type of exam is best. All teachers want their students to learn and retain the material they cover and at the same time enjoy the process of learning. One way to check how well students have learned is by giving exams. There are many teachers who consider the traditional closed-book and notes time-limited exam the best measure of student learning, while others argue for alternatives, such as cheat sheet or open-book tests. While a closed-book exam is probably the most common type of exam in psychology courses, alternative exam types, such as cheat sheets (or crib notes) where the students can prepare notes to use on the exam ahead of time, and open-book exams where the student can use all their material during the test, are increasingly accepted. Students themselves prefer alternative forms of testing, for example, Williams and Wong (2009) found that students prefer open-book exams compared to closed-book tests. Students believed that being able to use notes, cheat sheets and texts during an exam would improve grades and decrease their anxiety. Are these expectations justified? The purpose of this project was to examine the effectiveness of various exam types: open-book, closed-book, and cheat sheet. There is a relatively long history of trial-and-error efforts to improve testing procedures (Kalish, 1958;J. M. Stalnaker & R. C. Stalnaker, 1934). Surprisingly, there is little consensus among investigators as to which testing style may be the

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Examining the testing effect with open‐ and closed‐book tests

Agarwal

Karpicke

Kang

et al. 2007

Applied Cognitive Psychology

275

221

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SUMMARYTwo experiments examined the testing effect with open-book tests, in which students view notes and textbooks while taking the test, and closed-book tests, in which students take the test without viewing notes or textbooks. Subjects studied prose passages and then restudied or took an open-or closed-book test. Taking either kind of test, with feedback, enhanced long-term retention relative to conditions in which subjects restudied material or took a test without feedback. Open-book testing led to better initial performance than closed-book testing, but this benefit did not persist and both types of testing produced equivalent retention on a delayed test. Subjects predicted they would recall more after repeated studying, even though testing enhanced long-term retention more than restudying. These experiments demonstrate that the testing effect occurs with both open-and closedbook tests, and that subjects fail to predict the effectiveness of testing relative to studying in enhancing later recall.

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The major functions of the open-book examination at the university level: A factor analytic study

Cited by 49 publications

References 8 publications

Does correction for guessing reduce students’ performance on multiple‐choice examinations? Yes? No? Sometimes?

Does correction for guessing reduce students’ performance on multiple‐choice examinations? Yes? No? Sometimes?

Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on Performance, Retention, and Anxiety

Examining the testing effect with open‐ and closed‐book tests

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