Open AccessTRADITIONAL VERSUS OPEN-BOOK EXAMS IN REMOTE COURSE DELIVERY: A NARRATIVE REVIEW OF THE LITERATURE
Author(s) -
Anita Parker,
Ellen Watson,
Nicole Dyck,
Jason P. Carey
Publication year - 2021
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.vi0.14845
Subject(s) - narrative , context (archaeology) , construct (python library) , narrative review , psychology , process (computing) , medical education , computer science , medicine , history , art , literature , archaeology , psychotherapist , programming language , operating system
Assessment is an essential step in the teaching and learning process. Traditional examination methods (closed-book, time-constrained, invigilated, multiplechoice) prevail in higher education despite support foralternative approaches wherein students construct knowledge through active, authentic activities. A review ofthe scholarly literature focused on merits and limitations of traditional closed-book exams in-person and in anonline, remote course delivery context, as well as benefits, concerns, and considerations of transitioning to open-book exams at a time of upsurge in online learning. Within the dichotomy of traditional versus alterative exam strategies, the literature is inconclusive on shared matters, including student academic integrity, study habits, anxiety, performance, and long-term retention of information.