Open Book Assessment: Performance and Student Perceptions in a UK Veterinary Programme
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| Title: | Open Book Assessment: Performance and Student Perceptions in a UK Veterinary Programme |
|---|---|
| Language: | English |
| Authors: | Erica Gummery (ORCID |
| Source: | Assessment & Evaluation in Higher Education. 2026 51(1):161-173. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Evaluation Methods, Tests, Student Evaluation, College Students, Comparative Testing, Student Experience, Textbooks, Test Format, Academic Achievement, Well Being, Learning Processes, Student Attitudes, Veterinary Medical Education |
| Geographic Terms: | United Kingdom (Nottingham) |
| DOI: | 10.1080/02602938.2025.2523598 |
| ISSN: | 0260-2938 1469-297X |
| Abstract: | The COVID-19 pandemic declared in March 2020 led to many academic institutions moving to online teaching and remote assessment, including use of the Open Book (OB) assessment format. The aim of this study was to investigate the impact of an OB format on student performance, and to explore students' perceptions of OB assessment at a UK veterinary school. A mixed methods approach was utilised across three phases of study. Student performance data were compared for Closed Book (CB) and OB conditions. A questionnaire investigated students' perceptions of OB assessments and subsequent focus groups further explored students' experiences. Overall mean marks increased with the change from CB to OB. Students who scored higher in CB assessments tended to have a smaller increase in marks between the formats than those with lower average marks. Students reported less stress associated with the OB format and described a deeper approach to learning. However, a focus on organisation of resources reflects a strategic approach, and concerns regarding examination integrity should not be overlooked. This study highlighted the benefits of the OB format to student learning, wellbeing and performance and the findings can be used to inform educators considering the format within a programme of assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499297 |
| Database: | ERIC |
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| Abstract: | The COVID-19 pandemic declared in March 2020 led to many academic institutions moving to online teaching and remote assessment, including use of the Open Book (OB) assessment format. The aim of this study was to investigate the impact of an OB format on student performance, and to explore students' perceptions of OB assessment at a UK veterinary school. A mixed methods approach was utilised across three phases of study. Student performance data were compared for Closed Book (CB) and OB conditions. A questionnaire investigated students' perceptions of OB assessments and subsequent focus groups further explored students' experiences. Overall mean marks increased with the change from CB to OB. Students who scored higher in CB assessments tended to have a smaller increase in marks between the formats than those with lower average marks. Students reported less stress associated with the OB format and described a deeper approach to learning. However, a focus on organisation of resources reflects a strategic approach, and concerns regarding examination integrity should not be overlooked. This study highlighted the benefits of the OB format to student learning, wellbeing and performance and the findings can be used to inform educators considering the format within a programme of assessment. |
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| ISSN: | 0260-2938 1469-297X |
| DOI: | 10.1080/02602938.2025.2523598 |
