Assessments: an open and closed case.

Open book assessment is not a new idea, but it does not seem to have gained ground in higher education. In particular, not much literature is available on open book examinations in mathematics and statistics in higher education. The objective of this paper is to investigate the appropriateness of open book assessments in a first-year business statistics course. Data over two semesters of open book assessments provided some interesting results when compared with the closed book assessment regime in the following semester. The relevance of the results is discussed and compared with findings from the literature. The implications of insights gained for further practice in the assessment of mathematics and statistics is also discussed. [ABSTRACT FROM PUBLISHER]