Comparing Open-Book and Closed-Book Exams in International Literature in English Assessments
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| Title: | Comparing Open-Book and Closed-Book Exams in International Literature in English Assessments |
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| Language: | English |
| Authors: | Emma Walland |
| Source: | Research Matters. 2025 (40):28-49. |
| Availability: | Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/research-matters/ |
| Peer Reviewed: | N |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Student Evaluation, Evaluation Methods, Secondary Education, English Literature, Essays, Test Format, Evaluators, Attitudes, Outcomes of Education, Drama, Foreign Countries, Tests, International Education |
| Geographic Terms: | United Kingdom, India, Kenya, France, Malaysia, Canada, Spain, Thailand |
| ISSN: | 1755-6031 |
| Abstract: | When designing assessments such as examinations, it is important to consider which materials students should be permitted to access during the assessment, for example, whether to allow students access to a relevant book, such as a literary text. Debates among teachers and assessment professionals highlight differing views about the advantages and disadvantages of open-book and closed-book exams, and how each approach could influence the constructs being assessed, student performance, exam preparation and students' experiences. However, the effects of open- and closed-book exams vary based on how they are implemented and enacted. This small-scale study explored differences between open-book and closed-book exams in international secondary school literature in English qualifications. Variations in the nature, extent, and quality of textual references in samples of essays written under different conditions were explored. Additionally, the research explored a small group of assessors' perspectives on these differences and analysed the differences in student marks in some regions based on examination format. This study provides valuable insights into the ongoing debate about open- and closed-book exams within this context, informing syllabus development and future research. The findings highlight the complexities and interactions among various assessment principles. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489650 |
| Database: | ERIC |
| Abstract: | When designing assessments such as examinations, it is important to consider which materials students should be permitted to access during the assessment, for example, whether to allow students access to a relevant book, such as a literary text. Debates among teachers and assessment professionals highlight differing views about the advantages and disadvantages of open-book and closed-book exams, and how each approach could influence the constructs being assessed, student performance, exam preparation and students' experiences. However, the effects of open- and closed-book exams vary based on how they are implemented and enacted. This small-scale study explored differences between open-book and closed-book exams in international secondary school literature in English qualifications. Variations in the nature, extent, and quality of textual references in samples of essays written under different conditions were explored. Additionally, the research explored a small group of assessors' perspectives on these differences and analysed the differences in student marks in some regions based on examination format. This study provides valuable insights into the ongoing debate about open- and closed-book exams within this context, informing syllabus development and future research. The findings highlight the complexities and interactions among various assessment principles. |
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| ISSN: | 1755-6031 |
