Project RITE
Recipients
The Effects of Open Book Testing in Online Learning Environments
launch blog |
Glenda Rakes
Professor, Department of Educational Studies, UT Martin
Some form of assessment is typically considered essential for assessing
learning outcomes in university course work. Concerns about the effects
of testing in online learning environments include fears regarding grade
inflation, academic dishonesty, and the use of open book examinations in
online courses. Although it may appear counterintuitive on the surface,
some research indicates that students in general often perform worse on
open book tests than in proctored, closed book testing environments.
The first hypothesis for the proposed two-part study is that online
students' performance on timed, open book examinations will be
significantly lower than traditional students' performance on timed,
proctored, closed book examinations. The second hypothesis is that
online students provided with training in open book testing skills will
score significantly higher on online, open book tests than online
students who are not provided with the training.
This research will be guided by two primary questions:
Is there a difference in mean test scores on midterm and final
examinations for students in traditional, face to face classrooms in
which students completed timed, proctored, closed book tests and
students who took timed, open book tests in an online environment?
Is there a difference in mean test scores on midterm and final
examinations for online students taking timed, open book tests for
students who were provided Web-based training in open book testing
skills and online students who were not provided such training?
The availability of online testing environments such as provided through
Blackboard, bring questions concerning the effect of these new testing
opportunities on student performance. University online course and
degree offerings are increasing exponentially. The proposed two-part
study will expand the literature regarding assessment in online learning
environments. Few studies that compare traditional and online pedagogy
are longitudinal in nature as proposed in the first research question.
Fewer studies regarding online learning and assessment have been
conducted using graduate students. Results will specifically assist
faculty involved with the University of Tennessee's New College online
degree program in Educational Administration and Supervision, one of the
fastest growing masters programs in the University of Tennessee system.
Dissemination of the results will provide useful information for all
online university faculty, particularly those working with graduate
students.
