Introducing open book examinations in clinical education: A case study
Authors
Smith, Peter M.Bowles, Joanne
Jellicoe, Mark
Mathur, Manu
Molyneux, Lorraine
Randell, Leigh-Ann
Smith, Richard N.
Valappil, Sabeel P.
Affiliation
University of Liverpool; The University of Law; Queen Mary University of London; University of ChesterPublication Date
2023-01-18
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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.2023.5Publisher
Liverpool University PressJournal
Developing Academic PracticeAdditional Links
https://www.liverpooluniversitypress.co.uk/doi/10.3828/dap.2023.5Type
ArticleISSN
No print ISSNEISSN
2732-5725ae974a485f413a2113503eed53cd6c53
10.3828/dap.2023.5
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Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0/