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dc.contributor.authorSmith, Peter M.
dc.contributor.authorBowles, Joanne
dc.contributor.authorJellicoe, Mark
dc.contributor.authorMathur, Manu
dc.contributor.authorMolyneux, Lorraine
dc.contributor.authorRandell, Leigh-Ann
dc.contributor.authorSmith, Richard N.
dc.contributor.authorValappil, Sabeel P.
dc.date.accessioned2023-02-02T15:22:39Z
dc.date.available2023-02-02T15:22:39Z
dc.date.issued2023-01-18
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/627505/Smith%20et%20al%20Developing%20Academic%20Practice%20accepted%20version.pdf?sequence=3
dc.identifier.citationSmith, 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.2023.5en_US
dc.identifier.issnNo print ISSN
dc.identifier.doi10.3828/dap.2023.5
dc.identifier.urihttp://hdl.handle.net/10034/627505
dc.description.abstractDuring 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.en_US
dc.publisherLiverpool University Pressen_US
dc.relation.urlhttps://www.liverpooluniversitypress.co.uk/doi/10.3828/dap.2023.5en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.subjectAcademic Practiceen_US
dc.subjectOpen Book Examinationsen_US
dc.subjectTake Home Examinationsen_US
dc.subjectAssessmenten_US
dc.subjectInnovation in Assessmenten_US
dc.subjectHealthcare Educationen_US
dc.subjectAuthentic Assessmenten_US
dc.titleIntroducing open book examinations in clinical education: A case studyen_US
dc.typeArticleen_US
dc.identifier.eissn2732-5725en_US
dc.contributor.departmentUniversity of Liverpool; The University of Law; Queen Mary University of London; University of Chesteren_US
dc.identifier.journalDeveloping Academic Practiceen_US
or.grant.openaccessYesen_US
rioxxterms.funderunfundeden_US
rioxxterms.identifier.projectunfundeden_US
rioxxterms.versionAMen_US
rioxxterms.versionofrecord10.3828/dap.2023.5en_US
dcterms.dateAccepted2022-12-09
rioxxterms.publicationdate2023-01-18
dc.date.deposited2023-02-02en_US
dc.indentifier.issnNo print ISSNen_US


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