Rewriting the (exam) script? Assessing student learning in an unusual end-of-year context

Jonny Johnston, Ciara O'Farrell


This rapid response documents an institutional development project focused on enabling a transition to open-book assessment practices at the authors' institution. The case study outlines curricular and institutional context, before engaging in an in-depth review of development methods focused on supporting the transition to open-book examinations mandated by the emergence of COVID-19 in Ireland. Its main output is a reference resource outlining potential methods for repurposing exam questions already pre-ratified by external examiners for closed-book purposes, for novel use in open-book contexts. It also outlines potential implications for future practice in assessment.


Assessment; Open-book examinations; COVID-19 response; Academic development.

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