In Defence of Open-Book Engineering Degree Examinations

Abstract

In many faculties of engineering around the world, the current practice is to assess candidates by the closed-book mode of examination. However, in solving real-life problems, engineering practitioners may apply their knowledge either directly through recall of pertinent knowledge and experiences or, as is normal in most cases, by consultative reference. In the latter case, they elect to make use of whatever resources that may be available to them. The question we pose then is, ‘Why do some engineering educators still insist on closed-book examinations?’ This paper unveils the misconceptions while arguing in support of the open-book mode of examination. Towards that end, actual results from mechanical engineering degree courses in two universities in two countries are presented.