Assessments: An Open and Closed Case

Autor/in	Khan, R. Nazim
Titel	Assessments: An Open and Closed Case
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 7, S.1061-1074 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1076534
Schlagwörter	Evaluation Methods; Higher Education; Mathematics Tests; Statistics; Investigations; College Freshmen; Business Administration Education; Statistical Data; Test Reliability; Test Validity; Scores; Predictor Variables; Data Analysis; Student Records; Student Evaluation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Statistik; Untersuchung; Studienanfänger; Testreliabilität; Testvalidität; Prädiktor; Auswertung; Schülerakte; Schulnote; Studentische Bewertung; Ausland; Australien
Abstract	Open book assessment is not a new idea, but it does not seem to have gained ground in higher education. In particular, not much literature is available on open book examinations in mathematics and statistics in higher education. The objective of this paper is to investigate the appropriateness of open book assessments in a first-year business statistics course. Data over two semesters of open book assessments provided some interesting results when compared with the closed book assessment regime in the following semester. The relevance of the results is discussed and compared with findings from the literature. The implications of insights gained for further practice in the assessment of mathematics and statistics is also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01