References
- Baillie C, Toohey S. The ‘power test’: Its impact on student learning in a materials sciences course for engineering students. Assess Eval High Educ 1997; 22: 33–48
- Boniface D. Candidates’ use of notes and textbooks during an open-book test. Educ Res 1985; 27: 201–209
- Broyles IL, Cyr PR, Korsen N. Open book tests: Assessment of academic learning in clerkships. Med Teach 2005; 5: 456–462
- Cain JC. Continuing medical education. JAMA 1979; 242: 1145–1146
- Eilertsen TV, Valdermo O. Open-book assessment: A contribution to improved learning?. Stud Educ Eval 2000; 26: 91–103
- Francis J. A case for open-book tests. Educ Rev 1982; 24: 13–26
- Heijne-Penninga M, Kuks JBM, Hofman WHA, Cohen-Schotanus J. Influences of deep learning, need for cognition and preparation time on open- and closed-book test performance. Med Educ 2010; 44: 884–891
- Heijne-Penninga M, Kuks JBM, Hofman WHA, Cohen-Schotanus J. Directing students to profound open-book test preparation: The relationship between deep learning and open-book test time. Med Teach 2011; 33: 16–21
- Heijne-Penninga M, Kuks JBM, Schönrock-Adema J, Snijders TAB, Cohen-Schotanus J. Open-book tests to complement assessment-programmes: Analysis of open and closed-book tests. Adv Health Sci Educ 2008; 13: 263–273
- Koutselini-Ioannidou M. Testing and life-long learning: Open-book and closed-book examination in a university course. Stud Educ Eval 1997; 23: 131–139
- Miflin BM, Campbell CB, Price DA. A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula. Med Educ 2000; 34: 299–306
- Van Berkel H, Bax A. Toetsen in het hoger onderwijs [Assessment in higher education]. Bohn Stafleu van Loghum, Houten 2006