Open book examination

Use of open book examination in higher education

1. OPEN BOOK EXAMINATION Professor Ramakanta Mohalik Regional Institute of Education Bhubaneswar [email protected] 2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

2. Concept of Assessment Assessment an integral part of teaching learning in higher education. It is the process of gathering, analyzing, interpreting and using information collected from students for quality improvement of learning. 2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

3. Drawbacks of Present Exams Higher education is examination oriented Tests memory-cramming up information Non testing of HOTs More stress on external exams Little focus on continuous exams Blocks quest for knowledge, excitement for discovery & joy of learning Poor quality questions Delay declaration of results 2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

4. Open Book Examination An "open book examination" is an assessment method that allows students to refer to either class notes and summaries or a “memory aid”, textbooks, or other approved material while answering questions. It can be of Restricted Type/Unrestricted Type 2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

5. Closed Book Vs. Open Book 2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR Aspects Closed Book Open Book Types of Items Essay, Supply & recognition questions Open ended question Learning Outcomes Lower level of learning outcomes Higher order thinking skills Reference Source Permitted No reference materials are permitted All types of reference materials are permitted Time Limit Specific time limit With or without time limit Place of Exam University/college University/college/ home

6. Merits of Open Book Exams Assess HOTs of students. Discourage rote learning. Change style of teaching-learning. Attitude of students to learning/examination will change. Encourage active pedagogy-discussion, questioning, problem solving, project based. Learning becomes enjoyable NOT painful 2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

7. Writing Questions for Open Book Exams Base questions on the interpretation and application of knowledge, comprehension skills, and critical thinking skills rather than only knowledge recall. Make use of case/problem/real world-based questions that require students to apply critical reasoning skills. Devise clear and unambiguous questions to limit student confusion and time spent interpreting the question. Devise questions that require students to apply and make use of the information from their textbook or notes rather than simply requiring them to locate and re-write this information. Design questions and overall exam paper with the learning outcomes in mind i.e. what skills and knowledges are you assessing. Present relevant qualitative or quantitative data and then ask students interpretative and application questions – What does the data show? 2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR

8. Exemplar Questions Types of Socratic Questions Type of Questions Clarification questions What do you mean by…? Could you put this another way? What do you think is the main issue? Assumption questions Why would someone make this assumption? What is assuming here? What could we assume instead? Reason and evidence questions What would be an example? Why do you think this is true? Could you explain your reason to us? Origin or source questions Has your opinion been influenced by something or someone? Where did you get that idea? What caused you to feel that way? Implications and consequence questions What effect would that have? What is an alternative? If that happened, what else would happen as a result? Why? 2/13/2021 Prof. Ramakanta Mohalik, RIE BBSR