Which Assessment Type is Beneficial, and which is Detrimental to the Overall Student Educational Experience?

Abstract

The growing shift from closed-book examinations to open-book assessments has prompted renewed debate regarding their influence on students’ academic performance and long-term knowledge retention. Critics argue that open-book formats may encourage superficial engagement with learning materials, whereas proponents contend that they foster deeper understanding by requiring students to apply knowledge, synthesise information, and solve complex problems rather than rely solely on memorisation. This teaching research project investigates student perceptions of these differing assessment types through a discrete online questionnaire administered to learners across levels 3 to 6. A further dimension of the study explores students’ reliance on artificial intelligence (AI) tools when completing open-book assessments. As AI technologies become increasingly accessible, their use raises important questions about academic authenticity, the development of independent critical thinking skills, and the extent to which students genuinely engage with subject content. By examining both attitudes toward assessment formats and patterns of AI use, this research aims to contribute meaningful insights to ongoing discussions surrounding effective assessment design. The findings have the potential to inform future pedagogical strategies, ensuring that assessment practices support both academic integrity and meaningful learning.