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Students in an introductory biology course who were given open-book exams during the semester earned significantly higher grades on these exams, but significantly lower grades on the closed-book final exam, than students who took in-class, closed-book exams throughout the semester. Exam format was also associated with changes in academic behavior; students who had upcoming open-book exams attended fewer lectures and help sessions and submitted fewer extra-credit assignments than students who had upcoming closed-book exams. These results suggest that open-book exams diminish long-term learning and promote academic behaviors that typify lower levels of academic achievement.
R. Moore and P. Jensen, Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?, J. Coll. Sci. Teaching 36 (7), 46 (2007), <https://www.jstor.org/stable/42992504>.
Moore, R., & Jensen, P. (2007, January 1). Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?. J. Coll. Sci. Teaching, 36(7), 46-49. Retrieved September 9, 2024, from https://www.jstor.org/stable/42992504
%0 Journal Article %A Moore, Randy %A Jensen, Philip %D January 1, 2007 %T Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses? %J J. Coll. Sci. Teaching %V 36 %N 7 %P 46-49 %8 January 1, 2007 %U https://www.jstor.org/stable/42992504
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