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Journal of Veterinary Medical Education, Vol 36, Issue 4, 403-410
DOI: 10.3138/jvme.36.4.403
Copyright © 2009 by Association of American Veterinary Medical Colleges
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Curriculum and Assessment

Value and Benefits of Open-Book Examinations as Assessment for Deep Learning in a Post-graduate Animal Health Course

Vicki H.M. Dale• Barbara Wieland• Birgit Pirkelbauer• Amanda Nevel

Correspondence: Address correspondence to Vicki H.M. Dale, LIVE Centre, Royal Veterinary College, Hawkshead Lane, North Mymms, Hatfield, Herts. AL9 7TA UK. E-mail: vdale{at}rvc.ac.uk.

This study provides an overview of the perceptions of alumni in relation to their experience of open-book examinations (OBEs) as post-graduate students. This type of assessment was introduced as a way of allowing these adult learners to demonstrate their conceptual understanding and ability to apply knowledge in practice, which in theory would equip them with problem-solving skills required for the workplace. This study demonstrates that alumni—shown to be predominantly deep learners—typically regarded OBEs as less stressful than closed-book examinations, and as an effective way to assess the application of knowledge to real-life problems. Additional staff training and student induction, particularly for international students, are suggested as a means of improving the acceptability and effectiveness of OBEs.

Key Words: adult learners • approach to study • assessment • deep learning • international students • open-book examinations • post-graduate study • problem solving






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