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Open book examinations: modifying pedagogical practices for effective teaching and learning

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journal contribution
posted on 2021-12-22, 16:25 authored by Daniel Bansal
In response to the Covid-19 pandemic, law schools in England and Wales hastily moved their learning and teaching and assessments online to ensure that students could continue with their studies with the least amount of disruption to their education and schedules as possible. One consequence of this emergency change was that, although assessments were now online and (mostly) un-proctored, they became open-book examinations (OBEs) in the process. Unfortunately, because of the short timescale in which these changes had to be implemented, there is a risk that these OB examinations are assessing closed-book examination (CBE) pedagogy. This article argues that if academic staff retain pre-existing learning and teaching materials, initially designed for CBE, but then examine students by OBE, this will only bring the disbenefits of both CBE and OBE; academic staff need to review the design, assessment, guidance, formative assessments, and delivery of modules to ensure that they align with this mode of examination. This article provides some guidance for law schools on these matters drawing on the pedagogical theory on OBE.

History

Citation

The Law Teacher, 2021. DOI: 10.1080/03069400.2021.1999151

Author affiliation

School of Law

Version

  • AM (Accepted Manuscript)

Published in

The Law Teacher

Publisher

Taylor & Francis (Routledge)

issn

0306-9400

Acceptance date

2021-10-25

Copyright date

2021

Available date

2023-06-02

Language

en

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