The implementation of an open book exam for the educational system of Ecuador

Abstract

Through this research, it has been proven that the face-to-face open book exam helped the student to better apply the knowledge acquired during their student period. In the educational environment, unlike closed-book exams, which normally evaluate the student's ability to have understood the information, as well as their memory skills, the types of questions that have been detailed in open-book exams evaluated the ability of the student applying knowledge to specific situations and solved problems, they have evaluated cognitive skills and the capacity for critical thinking, the ability to face challenges, the ability to have obtained certainty, but also to have searched for quality information and selected the most appropriate sources appropriate. Furthermore, if the question required students to have justified the answer, it was more difficult for them to have found the answer in the book, which subjected their critical way of thinking in real cases to an evaluation. Teachers from public and private educational units in Ecuador were taken as a reference for this research. According to the population, the simple random method was used to prepare surveys and verify the feasibility of this theorem. Conceptualizations of evaluation throughout history have been linked to ideological and cultural positions, curricular and pedagogical models. The most accepted is the one whose meaning points towards appreciating, analyzing or establishing the value of a thing; that is, associate it with a permanent numerical value. Currently there is a strong preference for conceive it from a developmental perspective that improves the rigid criteria that still persist and produces a rupture of the old schemes that are used, and adopt a new evaluative culture that involves building a communicative interaction between the teacher and the student. This idea is the basis of the scientific purpose of reconstructing a conception of learning evaluation from the most general theoretical perspective of human development, and the goals that a given society set for itself in the training of new generations of professionals. The above led to outlining and arguing the characteristics and conditions of a formative assessment of learning. The research was feasible, according to the study of the feasibility of applying this face-to-face evaluation process to students.