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Take-Home Exams in Higher Education: A Systematic Review

Physics Department, University of Gothenburg, SE-405 30 Gothenburg, Sweden
Educ. Sci. 2019, 9(4), 267; https://doi.org/10.3390/educsci9040267
Received: 19 September 2019 / Revised: 31 October 2019 / Accepted: 1 November 2019 / Published: 6 November 2019
This work describes a systematic review of the research on take-home exams in tertiary education. It was found that there is some disagreement in the community about the virtues of take-home exams but also a lot of agreement. It is concluded that take-home exams may be the preferred choice of assessment method on the higher taxonomy levels because they promote higher-order thinking skills and allow time for reflection. They are also more consonant with constructive alignment theories and turn the assessment into a learning activity. Due to the obvious risk of unethical student behavior, take-home exams are not recommended on the lowest taxonomy level. It is concluded that there is still a lot of research missing concerning take-home exams in higher education and some of this research may be urgent due to the emergence of massive online open courses (MOOCs) and online universities where non-proctored exams prevail. View Full-Text
Keywords: take-home exam; in-class exam; higher-order cognitive skills; unethical student behavior take-home exam; in-class exam; higher-order cognitive skills; unethical student behavior
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Bengtsson, L. Take-Home Exams in Higher Education: A Systematic Review. Educ. Sci. 2019, 9, 267.

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