Does Test Format Affect Learning? A Meta-analysis Comparing The Effect Of Closed-book And Open-book Examinations

Abstract

Since the COVID-19 pandemic, the use of open-book examinations (OBE) in higher education has increased compared to closed-book examinations (CBE), raising questions about the relative efficacy of these two major examination formats. We review the effects of CBE and OBE on learning and examine potential moderating variables related to study, course, and assessment characteristics. Meta-analytic results indicate that the overall effect of examination format is not statistically significant (k = 44, N = 3,499, g = −0.22, 95% CI [−0.75, 0.32]), suggesting that both formats have comparable effectiveness. Results also indicate that the effect of examination format is moderated by the retention interval, with CBE offering greater benefits as learning assessments become increasingly rigorous (g = 0.02). We discuss the implications of these findings and recommend that educators implement more OBE because they alleviate students' test anxiety and better align with Universal Design for Learning principles. Our study provides empirical support to inform the pedagogical decisions of instructors who seek guidance on the merits of CBE and OBE.

Department(s)

Psychological Science

Keywords and Phrases

Closed-book examinations; learning; meta-analysis; open-book examinations

International Standard Serial Number (ISSN)

1469-297X; 0260-2938

Document Type

Article - Journal

Document Version

Citation

File Type

text

Language(s)

English

Rights

© 2025 Taylor and Francis Group; Routledge, All rights reserved.

Publication Date

01 Jan 2025

Link to Full Text

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