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Closed book, invigilated exams versus open book, open web exams: an empirical analysis
This paper reports on the latest findings of an on-going research project evaluating the effectiveness of 'open book, open web' (OBOW) examinations. An assessment instrument used in a growing number of higher education institutions around the world, the OBOW examination model under consideration in this project is distinguishable by its firm commitment to the notion of authentic assessment, and the harnessing of the information and communication technologies to bring the 'examination paper' to life.