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Does test format affect learning? A meta-analysis comparing the effect of closed-book and open-book examinations.

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Title: Does test format affect learning? A meta-analysis comparing the effect of closed-book and open-book examinations.
Authors: Permzadian, Vahe1 (AUTHOR) vpermzadian@mst.edu, Cho, Kit W.2 (AUTHOR)
Source: Assessment & Evaluation in Higher Education. Nov2025, Vol. 50 Issue 7, p1098-1118. 21p.
Subject Terms: *Learning, *Higher education, *Test design, *Educational evaluation, *Teaching methods
Abstract: Since the COVID-19 pandemic, the use of open-book examinations (OBE) in higher education has increased compared to closed-book examinations (CBE), raising questions about the relative efficacy of these two major examination formats. We review the effects of CBE and OBE on learning and examine potential moderating variables related to study, course, and assessment characteristics. Meta-analytic results indicate that the overall effect of examination format is not statistically significant (k = 44, N = 3,499, g = −0.22, 95% CI [−0.75, 0.32]), suggesting that both formats have comparable effectiveness. Results also indicate that the effect of examination format is moderated by the retention interval, with CBE offering greater benefits as learning assessments become increasingly rigorous (g = 0.02). We discuss the implications of these findings and recommend that educators implement more OBE because they alleviate students' test anxiety and better align with Universal Design for Learning principles. Our study provides empirical support to inform the pedagogical decisions of instructors who seek guidance on the merits of CBE and OBE. [ABSTRACT FROM AUTHOR]
Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Does test format affect learning? A meta-analysis comparing the effect of closed-book and open-book examinations.
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  Data: <searchLink fieldCode="AR" term="%22Permzadian%2C+Vahe%22">Permzadian, Vahe</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> vpermzadian@mst.edu</i><br /><searchLink fieldCode="AR" term="%22Cho%2C+Kit+W%2E%22">Cho, Kit W.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Nov2025, Vol. 50 Issue 7, p1098-1118. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+design%22">Test design</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Since the COVID-19 pandemic, the use of open-book examinations (OBE) in higher education has increased compared to closed-book examinations (CBE), raising questions about the relative efficacy of these two major examination formats. We review the effects of CBE and OBE on learning and examine potential moderating variables related to study, course, and assessment characteristics. Meta-analytic results indicate that the overall effect of examination format is not statistically significant (k = 44, N = 3,499, g = −0.22, 95% CI [−0.75, 0.32]), suggesting that both formats have comparable effectiveness. Results also indicate that the effect of examination format is moderated by the retention interval, with CBE offering greater benefits as learning assessments become increasingly rigorous (g = 0.02). We discuss the implications of these findings and recommend that educators implement more OBE because they alleviate students' test anxiety and better align with Universal Design for Learning principles. Our study provides empirical support to inform the pedagogical decisions of instructors who seek guidance on the merits of CBE and OBE. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189025155
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              Text: Nov2025
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