Measurement of Student Responses to Open-Book Examinations

Category	Details
Description	The Measurement of Student Responses to Open-Book Examinations (Feldhusen, 1961) was developed to assess students’ attitudes and experiences with open-book exams. This 13-item, multiple-choice measure evaluates student reactions to both open-book and closed-book objective and essay tests. Each question pertains to various aspects of the open-book examination and can be referenced for both essay and objective formats. No psychometric information is available in the development article.
Author	Feldhusen, John F.
Purpose	To assess students’ attitudes toward and experiences with open-book exams.
Construct	Attitudes toward Testing
Instrument Type	Test
Reliability	No reliability indicated.
Validity	No validity indicated.
Factor Analysis	No factor analysis indicated.
Test Methodology	Paper-based administration with a multiple-choice format for 13 items.
Test Items	13 items
Classification	5900 Education, Teaching, and Student Characteristics
Population Group	Human; Male; Female
Population Details	Sample: College Students
Keywords	College Students; Measurement of Student Responses to Open-Book Examinations; Teaching Methods; Test Development; Testing Methods
Index Terms	College Students; Teaching Methods; Test Anxiety; Test Construction; Testing Methods
Permissions	May use for Research/Teaching
Reference	Feldhusen, J. F. (1961). An evaluation of college students’ reactions to open book examinations. Educational and Psychological Measurement, 21, 637–646.

Measurement of Student Responses to Open-Book Examinations

 

• 1. How well did you do on the open-book exams?
  a. Better than I usually do in other courses with closed-book exam.
  b. About the same as usual.
  c. Poorer.
• 2. How often have you encountered open-book exam in other courses?
  a. Seldom or never.
  b. Occasionally.
  c. Frequently.
  d. Most of the time.
• 3. In terms of long range retention or eventual use in teaching, how important or useful is it to memorize or
  “cram” for the exams?
  a. Very important or useful.
  b. Moderately important or useful.
  c. Unimportant or useless.
• 4. What effect does the open book exam have on the amount of memorization of factual material you do in
  preparation for the examination?
  a. Reduces it.
  b. Has little effect.
  c. Increases it.
• 5. What effect does the open-book exam have on the amount of general reviewing you do for the
  examination?
  a. Reduces it.
  b. Has little effect.
  c. Increases it.
• 6. What effect does the open-book exam have on the total amount of review you do for the exam?
  a. Reduces it.
  b. Has little effect.
  c. Increases it.
• 7. What effect do you feel the open-book exam has on cheating (of others, not yourself)?
  a. Increases the tendency to cheat.
  b. Makes no difference.
  c. Reduces the tendency to cheat.
• 8. What effect do you feel the open-book exam has on the opportunity to cheat?
  a. Makes it easier to cheat.
  b. Makes no difference.
  c. Makes it harder to cheat.
• 9. What effect does the open-book exam have on the amount of worrying you do before an exam or the
  amount of tension you feel before or during the exam?
  a. Eliminates or reduces worrying or tension.
  b. Makes little difference.
  c. Increases the amount of worrying or tension.
• 10. How effective is the open-book exam in promoting learning through review for the exam?
  a. Better than closed-book exams.
  b. No difference.
  c. Not as good as a closed-book exam.
• 11. How effective is the open-book exam in promoting learning during testing?
  a. Better than a closed-book exam.
  b. No difference.
  c. Not as good as a closed-book exam.
• 12. Which type of exam would you prefer to take?
  a. Open-book.
  b. Don’t care.
  c. Closed-book.
• 13. Which type of exam will you use most in your own teaching?
  a. Open-book.
  b. 50-50.
  c. Don’t know, but intend to try both.
  d. Closed-book.