Assessments: an open and closed case

Open book assessment is not a new idea, but it does not seem to have gained ground in higher education. In particular, not much literature is available on open book examinations in mathematics and statistics in higher education. The objective of this paper is to investigate the appropriateness of op...

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Published in:International journal of mathematical education in science and technology 2015-10, Vol.46 (7), p.1061-1074
Main Author: Khan, R. Nazim
Format: Article
Language:English
Subjects:
Australia
Business Administration Education
College Freshmen
Data Analysis
Evaluation Methods
Foreign Countries
Higher Education
Investigations
Mathematics
Mathematics Tests
open book assessments
Predictor Variables
Scores
Statistical Data
Statistics
Student Evaluation
Student Records
Test Reliability
Test Validity
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description Open book assessment is not a new idea, but it does not seem to have gained ground in higher education. In particular, not much literature is available on open book examinations in mathematics and statistics in higher education. The objective of this paper is to investigate the appropriateness of open book assessments in a first-year business statistics course. Data over two semesters of open book assessments provided some interesting results when compared with the closed book assessment regime in the following semester. The relevance of the results is discussed and compared with findings from the literature. The implications of insights gained for further practice in the assessment of mathematics and statistics is also discussed.
doi_str_mv 10.1080/0020739X.2015.1076534
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subjects Australia
Business Administration Education
College Freshmen
Data Analysis
Evaluation Methods
Foreign Countries
Higher Education
Investigations
Mathematics
Mathematics Tests
open book assessments
Predictor Variables
Scores
Statistical Data
Statistics
Student Evaluation
Student Records
Test Reliability
Test Validity
title Assessments: an open and closed case
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