Resource

Open-Book Examination

Author: ATU Galway

What is it?

A form of examination where the student can use a book, a piece of text or their own notes to help formulate arguments for the given question. This method removes the over-reliance on memory and recall and models the way that professionals manage information.

Advantages & Challenges

Advantages

Challenges

Advantages

Challenges

Tips for Use

Clearly define the learning objectives that the open-book examination will assess.
Design questions that require higher order thinking and cannot be answered solely by recalling facts or information from resources. Focus on questions that assess students’ ability to analyse, synthesize, and apply knowledge to solve problems or address complex issues.
Communicate clear guidelines and expectations to students regarding the use of resources during the examination. Specify which resources are permitted and any restrictions on collaboration or communication with others.
Emphasize the importance of academic integrity and honesty in using resources.
Assess students’ ability to effectively use their resources to support their responses and demonstrate understanding of course concepts.

Resources

Trinity College Dublin (TCD): Centre for Academic Practice, Trinity Teaching & Learning – Trinity College Dublin (tcd.ie)
University College Dublin (UCD):Open Book Exam (ucd.ie)
University of Leeds: Microsoft Word – Pugh|CompendiumOfAssessment.docx (leeds.ac.uk) (page 62)
Sambell, K., & Brown, S (2023). Choosing and using fit-for-purpose assessment methods. Heriot Watt University. (page 14)Link: https://sally-brown.net/download/3496/
University College London (UCL): Designing open book exams | Teaching & Learning – UCL – University College London

Sample Rubrics

Chan C.(2009) Assessment: Open-book Examination, Assessment Resources@HKU, University of Hong Kong: TALIC – Assessment Resource Centre (hku.hk)

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