'Getting it Together and Being Put on the Spot': synopsis, motivation and examination.
Studies in Higher Education, 27(3) pp. 329–338.
For a variety of reason,s colsed book examinations are still part of life for many higher education courses, yet opinion is divdided as to their appropriateness and effectieness in supporting student learning. This article describes two UK open University courses, one of which uses a closed book examination and the other a project as an end-of-course assessment. It discusses staff and student perspectives on both types of assessment, and argues that both synopsis and motivation are greatly valued by students, particularly in the early undergraduate years, and so this should receive consideration when designing any end-of-course assessment.
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