|Title:||A study on the impact of open-book assessment on students' beliefs, test anxiety, learning process and outcomes|
|Subject:||Hong Kong Polytechnic University -- Dissertations|
Educational tests and measurements
|Department:||School of Professional Education and Executive Development|
|Pages:||viii, 150 leaves ; 30 cm.|
|Abstract:||This study examined the impact of Open-book assessment on students' beliefs, test anxiety, learning process and their learning outcomes. A quasi-experimental research in the form of “switching replication” design was employed. Two groups of students (total number = 66) enrolled in the “Customer Relationship Management” module of the final year higher diploma part-time programme of the Hong Kong Institute of Vocational Education (IVE) participated in the study, each taking turn to take an open-book and a closed-book assessment. All of the students were asked to complete a questionnaire in the class session immediately after each assessment to indicate their perceptions of the requirements of the assessment, their study approaches in preparing for the assessment, and their level of test anxiety before and during the assessment. Students learning outcomes under different assessment methods were also compared. Results showed that (a) students perceived Open-book assessments as requiring less recall and less effort to familiarize with learning material; (b) students tended to adopt a less surface approach and reported spending more time for preparing for Open-book assessment; (c) there was no evidence of significant difference in the test anxiety level before and during the assessment between the two modes of assessments although qualitative comments from students revealed that they would have greater confidence and thus a lower stress level under Open-book assessment; (d) there was no statistically significant difference in overall students' performance between Open-book and Closed-book assessments; however, there was evidence to suggest that students performed better in Multiple Choice questions under Open-book assessments. The implications for theory and practice were also explored.|
|Rights:||All rights reserved|
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