Open book assessment: performance and student perceptions in a UK veterinary programme

Gummery, Erica; Marsh, Sam; Cobb, Kate; Remnant, John

Abstract

The Covid-19 pandemic declared in March 2020 led to many academic institutions moving to online teaching and remote assessment, including use of the Open Book (OB) assessment format. The aim of this study was to investigate the impact of an OB format on student performance, and to explore students’ perceptions of OB assessment at a UK veterinary school. A mixed methods approach was utilised across three phases of study. Student performance data were compared for Closed Book (CB) and OB conditions. A questionnaire investigated students’ perceptions of OB assessments and subsequent focus groups further explored students’ experiences. Overall mean marks increased with the change from CB to OB. Students who scored higher in CB assessments tended to have a smaller increase in marks between the formats than those with lower average marks. Students reported less stress associated with the OB format and described a deeper approach to learning. However, a focus on organisation of resources reflects a strategic approach, and concerns regarding examination integrity should not be overlooked. This study highlighted the benefits of the OB format to student learning, wellbeing and performance and the findings can be used to inform educators considering the format within a programme of assessment.

Citation

Gummery, E., Marsh, S., Cobb, K., & Remnant, J. (2025). Open book assessment: performance and student perceptions in a UK veterinary programme. Assessment and Evaluation in Higher Education, 1-13. https://doi.org/10.1080/02602938.2025.2523598

• Journal Article Type: Article
• Acceptance Date: Jun 26, 2025
• Online Publication Date: Jun 26, 2025
• Publication Date: Jun 26, 2025
• Deposit Date: Jul 9, 2025
• Journal: Assessment & Evaluation in Higher Education
• Print ISSN: 0260-2938
• Electronic ISSN: 1469-297X
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Pages: 1-13
• DOI: https://doi.org/10.1080/02602938.2025.2523598
• Public URL: https://keele-repository.worktribe.com/output/1321016
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=caeh20; Published: 2025-06-26