Journal Article Detail Page
written by
Randy Moore and Philip Jensen
Students in an introductory biology course who were given open-book exams during the semester earned significantly higher grades on these exams, but significantly lower grades on the closed-book final exam, than students who took in-class, closed-book exams throughout the semester. Exam format was also associated with changes in academic behavior; students who had upcoming open-book exams attended fewer lectures and help sessions and submitted fewer extra-credit assignments than students who had upcoming closed-book exams. These results suggest that open-book exams diminish long-term learning and promote academic behaviors that typify lower levels of academic achievement.
Journal of College Science Teaching: Volume 36, Issue 7, Pages 46-49
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=16157">Moore, Randy, and Philip Jensen. "Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?." J. Coll. Sci. Teaching. 36, no. 7, (January 1, 2007): 46-49.</a>
AIP Format
R. Moore and P. Jensen, , J. Coll. Sci. Teaching 36 (7), 46 (2007), WWW Document, (https://www.jstor.org/stable/42992504).
AJP/PRST-PER
R. Moore and P. Jensen, Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?, J. Coll. Sci. Teaching 36 (7), 46 (2007), <https://www.jstor.org/stable/42992504>.
APA Format
Moore, R., & Jensen, P. (2007, January 1). Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?. J. Coll. Sci. Teaching, 36(7), 46-49. Retrieved December 4, 2024, from https://www.jstor.org/stable/42992504
Chicago Format
Moore, Randy, and Philip Jensen. "Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?." J. Coll. Sci. Teaching. 36, no. 7, (January 1, 2007): 46-49, https://www.jstor.org/stable/42992504 (accessed 4 December 2024).
MLA Format
Moore, Randy, and Philip Jensen. "Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?." J. Coll. Sci. Teaching 36.7 (2007): 46-49. 4 Dec. 2024 <https://www.jstor.org/stable/42992504>.
BibTeX Export Format
@article{
Author = "Randy Moore and Philip Jensen",
Title = {Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses?},
Journal = {J. Coll. Sci. Teaching},
Volume = {36},
Number = {7},
Pages = {46-49},
Month = {January},
Year = {2007}
}
Refer Export Format
%A Randy Moore %A Philip Jensen %T Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses? %J J. Coll. Sci. Teaching %V 36 %N 7 %D January 1, 2007 %P 46-49 %U https://www.jstor.org/stable/42992504 %O text/html
EndNote Export Format
%0 Journal Article %A Moore, Randy %A Jensen, Philip %D January 1, 2007 %T Do Open-Book Exams Impede Long-Term Learning in Introductory Biology Courses? %J J. Coll. Sci. Teaching %V 36 %N 7 %P 46-49 %8 January 1, 2007 %U https://www.jstor.org/stable/42992504 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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