Open-Note Chemistry Exams as Opportunities for Meaningful Learning and Assessment

Higher-order cognitive skills (HOCS) are a critical graduate attribute particularly in STEM fields. Many educators attempt to evaluate and integrate higher order cognitive domains by implementing open-book and/or open-note assessments.

While open-note assessments have been used in chemistry education, the related literature is rather controversial with respect to their effects on learning, is limited mostly to the teaching of psychology, and guidelines are lacking in terms of optimal implementation. In order address the issues related to open-note assessments we have studied the perspectives of multiple stakeholders, both students and educators.

We have investigated perceptions and study habits of students participating in physical chemistry coursework, assessed via open-note exams, where students are allowed to bring and use their study notes, constructed during the semester.

We have also sought the views of educators who have implemented open-note assessments in a range of chemistry courses across Australian and New Zealand Universities. While the methods of implementation of open-note assessments vary between courses, some common trends have emerged relating to positive influence of self-constructed notes on student engagement and learning.

Our qualitative and quantitative findings suggest that construction of study notes promotes meaningful learning and that students study techniques are positively influenced when expert guidance is provided.