Open Book Assessment Options: Measuring Teacher Education Students’ Achievement in Web-based Courses
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Authors
Society for Information Technology & Teacher Education International Conference, Mar 03, 2008 in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8
Abstract
With the increase in online course offerings in colleges of education, there is an accompanying concern over course quality and academic integrity. Misconceptions about open book tests cause many to dismiss their use in online courses. This paper presents a review of the literature regarding open book tests and the results of a study that investigated whether training about the process of taking open book tests affects performance on online, open book tests. When the training was required immediately before the first examination, the experimental group scored significantly higher than the control group. The effect size or magnitude of the difference in means was moderate. When the tutorial was completed immediately before the first examination but was not completed before the second examination, the experimental group's mean second examination score was higher than the control group's score, but the difference was not significant. Implications for online teacher education courses and degree programs are discussed.
Citation
Rakes, G. & Rakes, T. (2008). Open Book Assessment Options: Measuring Teacher Education Students’ Achievement in Web-based Courses. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 642-649). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/27240.
© 2008 AACE