Open Book Assessment Options: Measuring Teacher Education Students’ Achievement in Web-based Courses
Glenda Rakes, Thomas Rakes, The University of Tennessee at Martin, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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.
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).