I do use open book exams to help the students reference what they are testing on, it also helps them to learn how to find information if they ever need to reflect back on previously taught material.
Most of the exams I give are open book due to the fact that in the electrical proffession reference is vital. The code book changes every 3 years and the entire construction process is performed according to blueprints, diagrams and specifications. Thorough proficiency at reference is crucial and I encourage it often.
There are a few points in the course I teach where I rely on open book test. One reason I use them is the career area I teach is very code regulated so being able to find information in a book, to look things up is a skill that needs to be tested throughout the course.
The second area where I employ them is where we have study some very detailed mechanical material but because of budget constraints students are not able to handle the material, are not given physical examples. In these cases, the book just can't give students enough of an experience with the material to make it truly memorable, so I usually allow an open book test.
In addition to open book test, I sometimes allow "cheat sheets" my rules on these are simple: one page, hand written, in the student's own hand writing. These are really study motivation sheets because just to produce them the student must study, hence the rules. Of course students share material sometimes, but the overall experience with these has been really positive
for example, Thanksgiving Break cut into my planned testing schedule--and I gave students a take home test over break to help catch up. They report they really did learn something because they had to "search" to find answers. I know there is the likelihood of them sharing answers but if I tell them they will have a short evaluation upon return to class, is this an appropriate way to administer a test once in a great while?
Hi Mark:
I think open book works best for group study rather than individual testing. We teach, we facilitate, we demonstrate, we rehearse, etc.
But there comes a time where we can't help the student as teachers, and need to assess. But open book testing really has few benefits if we want to reinforce critical thinking and independent thought. There's probably a role somewhere (perhaps as pretesting), but assessing student learning to meet course objectives and/or student learning outcomes should not involve open book options.
Regards, Barry
Regards, Barry
