The Relative Impact of In-Class Closed-Book "versus" Take-Home Open-Book Examination Type on Academic Performance, Student Knowledge Retention and Wellbeing

Autor/inn/en	Spiegel, Tali; Nivette, Amy
Titel	The Relative Impact of In-Class Closed-Book "versus" Take-Home Open-Book Examination Type on Academic Performance, Student Knowledge Retention and Wellbeing
Quelle	In: Assessment & Evaluation in Higher Education, 48 (2023) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spiegel, Tali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.2016607
Schlagwörter	Test Format; Tests; Academic Achievement; Retention (Psychology); Well Being; Undergraduate Students; Evaluation Methods; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Testentwicklung; Examination; Prüfung; Examen; Schulleistung; Merkfähigkeit; Well-being; Wellness; Wohlbefinden; Ausland; Niederlande
Abstract	This study investigates the relationship between take-home (open-book) examinations (THE) and in-class (closed-book) examinations (ICE) on academic performance and student wellbeing. Two social science courses (one bachelor and one master) were included in the study. In the first cohort (2019), students from both courses performed an ICE, whereas students in the second cohort (2020) performed a THE. Four to six months following course completion, students were approached to fill out a survey pertaining to their academic performance and wellbeing during the course, and to complete a test measuring knowledge retention on the course materials. No significant differences were found between the ICE and THE cohorts in academic performance and knowledge retention for either the bachelor or the master students. Bachelor students who completed a THE in 2020 reported significantly lower wellbeing in comparison to their peers completing the ICE a year earlier. The implications of the results in the context of the COVID-19 pandemic are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01