Open book exams

Make reference material as user-friendly as possible so as not to waste time to find what you need

It is used to quickly search and index ideas and concepts using pointers and page numbers in source material.

(Development of key summaries, titles, tags / tag systems for marking sections, color coding, concept maps etc.)

First of all, please answer the question you are confident.

It is very effective if 3 to 4 words are used in the sentence structure.

Acquire member link with permission from National University of Singapore Education and Learning Center: Definition of classification of Bloom's Learning (and Testing!) Category

Open-end testing is an ideal solution that memorizing learning is the main form of passing exams and practically lacks practical understanding of testing and testing. By providing public book exams, teachers can reduce the time students spend voting to earn a quick score. Our idea is to provide students with conceptual exam questions, encourage them to think about immediate problems, and propose appropriate application knowledge and learning solutions. Putting the teaching materials in front of them makes them think creative using the texts learned in class.

Please understand the reason behind the open book exam. Public book exams do not depend on learning or introspective learning. Instead, you will get the information before you, but the information you will be required is often very complex. Public examinations are aimed at teaching students how to learn and apply information in a thoughtful way. In the published book exam, the focus is not to memorize information, but to apply it. This means to you that you do not simply summarize the material in the textbook. You will explain it in the context of specific issues and scenarios

Why is this happening? In public exams, you can try your knowledge, not the ability you remember, through applications or well-thought questions (Vanderburgh, 2005). In order to effectively prepare for the open book exam, it is important to emphasize important notes and mark them together. In that process, students may misunderstand the information stored in their memories, so they re-explain important ideas, so they may learn by mistake. This is what I stand out from my gastroenterology course (including intermediate intermediate exams), which may be related to other people's conversation even after months.