LETTERS: Most countries use closed-book examinations at the tertiary level, including Malaysian universities and colleges. Some critics believe this method assesses the students' memory rather than their understanding.
Most examinations are time-constrained and paper-based closed-book types with questions requiring final-year students to define, explain, list and describe to assess their lower levels of learning and memory.
Open-book exams may seem like an easy option as the students believe that it won't matter if they have forgotten key facts and theories. While open-book exams allow students to consult their notes during the test, they are not necessarily easier than closed-book exams.
The examiner may be less likely to tolerate inaccuracies in answer scripts as students could extract data from books and other sources. They also expect students to give precise and rational answers.
Open-book exams require students to have good writing and higher-order thinking skills. They need to be good in synthesis, analysis and application rather than memorisation.
Some students tend to take open-book exams for granted. They copy what is found in the textbooks and on the Internet. Normally, the examiners use software to detect plagiarism among students. The software checks the similarity index of the students' answer scripts.
However, some online software enable students to paraphrase their work in less than a minute. It defeats the purpose of having examinations as students can simply "ask" Google to find such software, and paraphrase their answers and submit the work.
Here are factors to consider when formulating open-book examination questions:
THE questions need to be formulated in such a way that they require students to analyse and synthesise the content rather than merely describe them; and,
THE questions need to be in line with the appropriate taxonomic level since the students can refer to all types of material. This is important to ensure that the coursework's learning outcomes can be measured and their targets achieved.
Students need to play their roles too. In preparing for an open-book examination, they must concentrate on explaining the text. So they must be familiar with the sections of the book before the exam.
Students also need to understand the questions, apply various techniques, principles and facts in answering them. If students are well prepared, they will need the books only as references.
Since students' memory skills are not being assessed, they need to pay more attention to theories, supporting arguments and analyses.
Besides, students are advised to synthesise the arguments by combining and discussing key elements rather that merely copying and pasting facts.
During the examination, time management is crucial. Students must plan their time per question-based on grade/weightage and total time allocated, as well as check their Internet connectivity.
Some areas may have poor Internet connection, thus delaying the students in answering questions. In such cases, the students need to allocate their own emergency time to answer all the questions within the specified time.
The open-book examination is the best option now since our movements have been restricted.
But the way we manage the examination needs to be re-examined to ensure that students who get an "A" for a subject really deserve it.
Mohd Rozaimy Ridzuan
Lecturer, UiTM Pahang branch, Raub campus
The views expressed in this article are the author's own and do not necessarily reflect those of the New Straits Times