Contents
Dr Sylwia Frankowska-Takhari (Educational Technologist) LEaD, City, University of London
Sandra Partington (Principal Educational Technologist) LEaD, City, University of London
[Workshop]
This workshop highlights the importance of inclusive assessment methods, like open book exams (OBEs), to support all students, including the neurodivergent. It emphasises OBEs’ role in reducing anxiety and preparing students for real-world situations. Participants are invited to share their experiences and perspectives on implementing inclusive assessments in educational settings.
This workshop highlights the significance of selecting inclusive assessment methods, with a particular focus on the open book exam (OBE) approach. Despite its demonstrated advantages and widespread adoption during the pandemic at universities in the UK and around the globe, there has been a puzzling shift back to traditional, less inclusive assessment methods.
The session examines OBEs’ ability to meet the diverse needs of students, including those with neurodivergence. OBEs, notable for their flexibility and emphasis on understanding and application of knowledge rather than memorisation (Teodorczuk et al., 2017), are associated with reduced anxiety, easier access to preferred assistive technology (Young, 2023), and improved readiness for real-world problem-solving (Fuller et al. 2020; Kelly et al. 2021).
Aiming to showcase the potential of OBEs in creating an equitable learning environment that accommodates various learning needs and cognitive processes, we will also address the challenges of implementing OBEs, including question design (Bansal, 2022), maintaining academic integrity (Nguyen et al., 2020), ensuring equitable access to resources and technology (Tai et al., 2022).
Moreover, the workshop proposes a literature-based framework to guide the implementation of OBEs (Douglas et al., 2016; Hegade and Shettar, 2023; Jisc, 2020; Quille et al., 2021; Teodorczuk et al., 2017).
Participants will be encouraged to discuss and share their pandemic-era experiences with OBEs, contributing to an exploration of the proposed framework. This interactive session aims to foster a deeper understanding of OBEs’ role in advancing inclusive education and navigating the complexities associated with their adoption.
The ultimate goal is to champion broader acceptance and thoughtful implementation of assessment practices such as OBEs that are inclusive, authentic and where access to resources and/or technology adds value (Jisc, 2020).
References
Bansal, D. (2022) Open book examinations: modifying pedagogical practices for effective teaching and learning. The Law Teacher, 56:3, 354–367
Douglas, G., McLinden, M., Robertson, C., Travers, J., and Smith, E. (2016). Including Pupils with Special Educational Needs and Disability in National Assessment: Comparison of Three Country Case Studies through an Inclusive Assessment Framework. International Journal of Disability, Development and Education, 63, 121.
Fuller, R., Joynes, V., Cooper, J., Boursicot, K. and Roberts, T. (2020) Could COVID-19 be our ‘there is no alternative’ (TINA) opportunity to enhance assessment? Medical Teacher, 42:7, 781-786.
Hegade, P. and Shettar, A. (2023). Open Book Exams: Means and Methods for the Blended and Online Learning Modes. 2nd Edition of IEEE Delhi Section Flagship Conference (DELCON), 1-6.
Jisc (2020) The future of assessment: five principles, five targets for 2025. Report. (online) Available at: https://www.jisc.ac.uk/reports/the-future-of-assessment-five-principles-five-targets-for-2025 [Accessed: 27th March 2024]
Kelly, A., Moore, C., and Lyons, E. (2021) Traditional Exams, 21st Century Employability Skills and COVID-19 Disruptive Opportunities for Rethinking Assessment Design in Higher Education. In: Ammigan, R., Chan, R.Y., and Bista, K. (eds) COVID-19 and Higher Education in the Global Context Exploring Contemporary Issues and Challenges. STAR Scholars.
Nguyen, J. G., Keuseman, K. J. and Humston J. J. (2020) Minimize online cheating for online assessments during COVID-19 pandemic. Journal of Chemical Education, 97, pp. 3429-3435.
Quille, K., Nolan, K., Becker, B., and McHugh, S. (2021) Developing an Open-Book Online Exam for Final Year Students. Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education, 1.
Tai, J., Rola Ajjawi, R., Bearman, M., Dracup,M., Mahoney,P., Dargusch, J., and Harris, L. (2022) How could inclusive assessment design promote success for equity group students? Report. Deakin University. (Online) Available at: https://www.ncsehe.edu.au/wp-content/uploads/2022/02/Tai_Deakin_Final.pdf [Accessed: 27th March 2024]
Teodorczuk, A., Fraser, J. and Rogers, G.D. (2018) Open book exams: A potential solution to the “full curriculum? Medical Teacher, 40:5, 529-530,
Young, H. (2023) Pilot Research Project: ‘Exploring SpLD specialists’ views on whether, and to what extent, an eight-hour, open book academic assessment format, trialled by departments at a Russell Group University, is inclusive for SpLD students’ needs. In: Hill, M. (ed.) The Journal of Inclusive Practice in Further and Higher Education, National Association of Disability Practitioners,15:1, 35-47.
