The relative impact of in-class closed-book versus take-home open-book examination type on academic performance, student knowledge retention and wellbeing

Abstract

This study investigates the relationship between take-home (open-book) examinations (THE) and in-class (closed-book) examinations (ICE) on academic performance and student wellbeing. Two social science courses (one bachelor and one master) were included in the study. In the first cohort (2019), students from both courses performed an ICE, whereas students in the second cohort (2020) performed a THE. Four to six months following course completion, students were approached to fill out a survey pertaining to their academic performance and wellbeing during the course, and to complete a test measuring knowledge retention on the course materials. No significant differences were found between the ICE and THE cohorts in academic performance and knowledge retention for either the bachelor or the master students. Bachelor students who completed a THE in 2020 reported significantly lower wellbeing in comparison to their peers completing the ICE a year earlier. The implications of the results in the context of the Covid-19 pandemic are discussed.

Keywords:

• Take-home examination (THE)
• in-class examination (ICE)
• knowledge retention
• wellbeing

Disclosure statement

There are no competing interests. Both authors contributed to the conceptualisation of the research project and to the writing of the manuscript.

Table A1. Ordinary least squares regression of knowledge retention and well-being on type of examination and covariates for the bachelor and master courses.

Additional information

Funding

Funding was acquired through an internal Utrecht University grant for teaching innovation.

Notes on contributors

Tali Spiegel

Tali Spiegel is an Assistant Professor at Utrecht University. Her research interests include marginalised groups, stigma and health, with a particular focus on individuals with a disability and the LGBT community.

Amy Nivette

Amy Nivette is Associate Professor at Utrecht University. Her research interests include the determinants of institutional legitimacy and attitudes toward the law over the life course, with a particular focus on what social, experiential, and individual factors shape attitudes towards the police.