Picture this; you have studied strenuously for two years prior to your English exam. Making notes, analysing quotes, focussing on the teacher’s every sentence. Lingering on their every word.
Listening to every. Single. Detail.
In class, you contribute often and furiously scribble down notes associated with similes and metaphors and context and the effect on the reader and the writer’s intention, all with the knowledge and headstrong, unchangeable mind-set; the better notes you have, the better your grade will be – the exam isn’t open book for no reason!
But, come to the exam results, the quiet, devious, dishonest, lackadaisical student, who sat next to you in class (often twiddling their thumbs whilst staring in to space or wondering what mum was cooking for dinner), had – slyly – silently stolen your precious contributions and written them in their own book without a second thought (or care, for that matter) and achieved the same grade as you.
Unfair. Undeserved – wouldn’t you agree?
You observe with a cold, hard glare, eyes scintillating with wrath and vengeance, bitter as they gloat to their peers and receive congratulations from the teacher – who just happened to be your favourite teacher, (and you desperately wanted to impress) only adding to the concoction of infuriation and disgust, churning and bubbling and simmering in the pit of your stomach, spreading like a wildfire across your gut.
You had never felt so cheated.
Although open book English exams are thought to be less stressful and less time consuming, it is plausible that closed book exams are more accurate, and fair, in deciphering a student’s grade.
For example, open book exams, may lead students to believe that they don’t need to study as arduously because the notes are there in front of them. As demonstrated before, these notes may not even be the student’s own work meaning they will get a higher grade for somebody else’s effort. Additionally, they may underestimate the time it will take them to locate the information/quotes in the book due to the lack of revision (or perhaps nonchalance) as having their book in the exam acts as a form of comfort or stability; something to fall back on should they exhaust their ideas. Consequently, there are more students entering open book exams without doing necessary preparation thus ultimately leading to more stress and lower overall grades.
Closed book exams encourage a greater focus on using the quotes; analysing and evaluating critically, and in depth. In an open book exam, students may be tempted to use many different quotes as they have access to them and to defer from the fact that they are unable to analyse effectively, perhaps due to the lack of understanding of the text. To achieve high marks in an English exam, students must critically evaluate – in other words, quality, not quantity. By memorising a few quotes in detail, it not only gives the students a chance to explore alternative interpretations and context of the book, but also aids them in developing a greater understanding of the narrative itself. Why would you need a book when, to achieve full marks, it is only necessary to include a maximum of four quotes?
Conversely, it is argued that open book exams are more beneficial in emphasising literary skills over memory skills. Furthermore, it enhances information retrieval/ comprehensive skills whilst being less time consuming. This is true to some extent however, considering not every student will pursue a literary career and utilise this skill in the future, training one’s brain to memorise is an important skill used by everyone in everyday life – even just for simple tasks. Whether it’s remembering your next-door neighbour’s birthday or a set of figures during a sales negotiation; it is something that everyone can practise and develop, and closed book exams instil this healthy mind-set from a younger age.
Students who find memorising difficult may want to consider beginning their revision further in advance for their exams so they are under less stress to learn as much in a smaller amount of time. Moreover, teachers should be aware of time restrictions and perhaps allow extra time after school or during free periods to help with memory coaching, or to give students extra revision time and advice.
Ultimately, closed book exams, although (by many) are regarded more stressful and time consuming, are more beneficial in acquiring a better understanding of the text whilst provoking memory and brain training skills which can be useful in future situations.
Izzie Plowman, Rosebery
