Introducing open-book examinations in clinical education: A case study

During the recent COVID-19 pandemic, in common with educators across the Higher Education sector, the School of Dentistry at the University of Liverpool reimagined the learning and assessment strategy by moving from proctored closed-book assessment to largely unmonitored open-book examinations (OBE)...

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Bibliographic Details
Published in:Developing Academic Practice 2023-01, Vol.2023 (Special), p.71-81
Main Authors: Smith, Peter M., Bowles, Joanne, Jellicoe, Mark, Mathur, Manu, Molyneux, Lorraine, Randell, Leigh-Ann, Smith, Richard N., Valappil, Sabeel P.
Format: Article
Language:English
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Summary:During the recent COVID-19 pandemic, in common with educators across the Higher Education sector, the School of Dentistry at the University of Liverpool reimagined the learning and assessment strategy by moving from proctored closed-book assessment to largely unmonitored open-book examinations (OBE). This article discusses understandings from an educator perspective following our implementation of OBE. The educator perspective discussed here indicates that OBE have the potential to be an authentic and acceptable form of assessment, but that some reframing of attitudes towards assessment from all stakeholders and their approaches to assessment is necessary when developing these innovative types of assessment. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0.
ISSN:2732-5725
2732-5725
DOI:10.3828/dap.2023.5