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Introducing open book examinations in clinical education: A case study
Smith, Peter M. Bowles, Joanne Jellicoe, Mark Mathur, Manu Molyneux, Lorraine Randell, Leigh-Ann Smith, Richard N. Valappil, Sabeel P.
Smith, Peter M.
Bowles, Joanne
Jellicoe, Mark
Mathur, Manu
Molyneux, Lorraine
Randell, Leigh-Ann
Smith, Richard N.
Valappil, Sabeel P.
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2023-01-18
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Abstract
During the recent COVID-19 pandemic, in common with educators across the Higher Education sector, the School of Dentistry at the University of Liverpool reimagined the learning and assessment strategy by moving from proctored closed-book assessment to largely unmonitored open-book examinations (OBE). This article discusses understandings from an educator perspective following our implementation of OBE. The educator perspective discussed here indicates that OBE have the potential to be an authentic and acceptable form of assessment, but that some reframing of attitudes towards assessment from all stakeholders and their approaches to assessment is necessary when developing these innovative types of assessment.
Citation
Smith, P. M., Bowles, J., Jellicoe, M., Mathur, M., Molyneux, L., Randell L. A., Smith, R. N., & Valappil, S. P. (2023). Introducing open-book examinations in clinical education: A case study. Developing Academic Practice, 2023(Special), 71-81. https://doi.org/doi:10.3828/dap.2023.5
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Liverpool University Press
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Developing Academic Practice
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2732-5725