An open-ended exam consists of questions for which students formulate their own answers, ranging from short open responses to longer essays. Student answers are assessed using a scoring model or rubric. Open-ended questions are suitable when you want students to demonstrate their insight, application, analysis, or evaluation, and when you are interested in the reasoning process rather than just the final answer. Open-ended exams are also highly suitable when you want to offer students more room for creativity.
- Purpose of assessment
- Analysis | Application | Creation | Evaluation | Knowledge reproduction | Understanding
- Mode of assessment
- Digital | Paper-based
- Assessment environment
- On campus | Secure setting
- Group size
- Small | Medium
- Assessment duration
- Medium| Short
Step-by-step plan
Step 1: From learning objectives to test matrix
Determine whether this test format aligns with the knowledge and/or skills you intend to measure, as described in your learning objectives.
Step 2: Create a test matrix
Create a test matrix and determine how the questions should be distributed across the different learning objectives. Ensure this aligns with the weighting defined in your test plan. Indicate in the test matrix how many points can be earned per question.
A template for the test matrix can be found on the page Basic principles.
Step 3: Formulate questions and assessment criteria
Formulate clear, unambiguous questions that contain one central task. Avoid vague wording. It is important to provide direct instruction, for example: "Explain how theory X is elaborated in source Y" instead of "In what way is theory X explained in source Y?"
For open-ended questions, set limitations on student answers, such as word count or content boundaries, to prevent overly lengthy responses.
Formulate the model answer and the assessment criteria simultaneously. Be specific in the sample answers regarding which elements students can earn points for.
Step 4: Review by colleague and pre-calibration
Have a colleague check the test for language and content. Also calibrate with a colleague to ensure you share the same understanding of the assessment criteria. Process the feedback if necessary.
Step 5: Test administration by students
Let students take the test.
Step 6: Grading and (post)calibration
Assess systematically using the rubric and calibrate with colleagues to ensure consistency.
Discuss borderline cases with colleagues.
Be aware of various assessor effects and think critically about what you can do to minimize these effects.
Step 7: Communicate with students
Communicate the results to students and provide feedback during the review session.
Reliability
- Use a clear scoring model or rubric to reduce bias. If multiple assessors are involved, organize calibration sessions.
- Ensure that students have sufficient time to complete the test.
Transparency
- Clearly indicate how many points students can earn per question.
Inclusivity
- Use simple and clear language.
- Ensure a sufficient variety of examples that are appropriate for all students in the group.
- Inform students about the features in ANS, such as the timer, increasing the font size, and dark mode.
- Be aware of assessor effects during grading.
- If proctoring is used, provide a practice test in the system so that students become familiar with it prior to the exam.
A variation on the open-ended exam is the open-book exam. In this format, students are allowed to consult study materials while taking the exam to answer the questions.
