Evaluating open-note exams: Student perceptions and preparation methods in an undergraduate biology class
Emily P Driessen1, Abby E Beatty1, Cissy J Ballen1
1Department of Biological Sciences, Auburn University, Auburn, Alabama, United States of America.
Plos One
|August 18, 2022
Summary
Students perceive open-note exams reduce anxiety and study time, shifting focus to conceptual understanding and note preparation for better performance in biology. This promotes higher-order thinking.
Area of Science:
- Biology Education
- Educational Psychology
Background:
- Traditional closed-note exams are common in undergraduate biology.
- Open-note exams are increasingly used, but preparation strategies are understudied.
Purpose of the Study:
- Investigate student perceptions of online open-note exams versus closed-note exams.
- Explore how preparation habits for open-note exams impact performance.
Main Methods:
- Survey of undergraduate biology students on perceptions and preparation for open-note exams.
- Analysis of open-ended responses for study habit adaptation.
- Linear mixed effects models to assess performance outcomes.
Main Results:
- Students perceived open-note exams decreased anxiety and personal/peer study time, while increasing perceived scores.
- Study habits shifted towards note preparation and conceptual understanding, away from rote memorization.
- Students focusing on understanding, note preparation, and external resources achieved higher performance.
Conclusions:
- Open-note exams can be effective assessment tools in biology, promoting desirable study habits.
- Shifting towards open-note exams requires instructor guidance to foster higher-order thinking.
- Flexible assessment methods like open-note exams align with evolving educational environments.
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