Open-Book Final Examination: Do the Students Think it is Easier and Better for Them?
Author:
Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-97-4507-4_80
Reference6 articles.
1. Durning, S.J., et al.: Comparing open-book and closed-book examinations: a systematic review. Acad. Med. 91(4), 583–599 (2016)
2. Sato, B.K., He, W., Warschauer, M., Kadandale, P.: The grass isn’t always greener: perceptions of and performance on open-note exams. CBE—Life Sci. Educ. 14(2) (2015)
3. Driessen, E.P., Beatty, A.E., Ballen, C.J.: Evaluating open-note exams: Student perceptions and preparation methods in an undergraduate biology class. PLoS One 17(8), e0273185 (2022)
4. Spiegel, T., Nivette, A.: The relative impact of in-class closed-book versus take-home open-book examination type on academic performance, student knowledge retention and wellbeing. Assess. Eval. High. Educ. 48(1), 27–40 (2023)
5. Cor, M.K., Brocks, D.R.: Does a sudden shift of testing format from closed-book to open-book change the characteristics of test scores on summative final exams? Curr. Pharm. Teach. Learn. 13(9), 1174–1179 (2021)
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