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Unseen examination

In the United Kingdom, an unseen examination is an essay test in school or college, where the student does not know what questions are going to be asked in advance.[1][2] The student is required to answer questions based upon what they have learned over the course of their academic study.

In contrast, in a seen examination the questions have been made available to the student prior to examination.[3][1] A study by Joseph K. Wireko (2015) at Ghana Technology University College found that students felt more confident and less stressed when preparing for seen exams compared to traditional unseen exams. This reduction in anxiety led to better performance and a more positive learning experience.[4]

The vast majority of UK undergraduate exams in all fields, such as law[5] and psychology,[1] are unseen examinations. Unseen examinations are favoured for their inherent protection against plagiarism,[6] and their potential to develop students' ability to handle pressure and time constraints.[7] However, they have been criticised for causing anxiety and stress in students,[6][8] for negatively impacting motivation and the depth of learning experiences,[9] and for unfairly favouring students who happen to be particularly skilled at unseen written exams as opposed to other assessment methods.[9]

References

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  1. ^ a b c Heffernan, T.M. (2015). The Student's Guide to Studying Psychology. Taylor & Francis. p. 150. ISBN 978-1-317-90986-6. Retrieved 6 May 2024.
  2. ^ Spencer, M.; Spencer, J. (2016). Concentrate Questions and Answers Evidence: Law Q&a Revision and Study Guide. Concentrate Law Questions and Answers Series. Oxford University Press. p. 2. ISBN 978-0-19-871579-5. Retrieved 6 May 2024.
  3. ^ "Traditional Timed 'Unseen'/'Seen' Exam". Office of Quality, Standards and Partnerships. 17 May 2019. Retrieved 6 May 2024.
  4. ^ Wireko, J. K. (2015). Does seen examination promote “deep” or “surface” learning? Pedagogical reflections on using seen examinations for student learning feedback. The Business and Management Review, 6(5), 60-67.
  5. ^ Webley, L. (2016). Legal Writing. Taylor & Francis. p. 145. ISBN 978-1-317-55499-8. Retrieved 6 May 2024.
  6. ^ a b Booth, A. (2013). Teaching History at University: Enhancing Learning and Understanding. Taylor & Francis. p. 132. ISBN 978-1-134-40540-4. Retrieved 6 May 2024.
  7. ^ Bach, S.; Haynes, P.; Lewis Smith, J. (2006). Online Learning And Teaching In Higher Education. McGraw-Hill Education. p. 142. ISBN 978-0-335-21829-5. Retrieved 6 May 2024.
  8. ^ Bach, S.; Haynes, P.; Smith, J.L. (2006). Online Learning and Teaching in Higher Education. UK Higher Education OUP Humanities & Social Sciences Higher Education OUP. McGraw-Hill Education. p. 141. ISBN 978-0-335-22948-2. Retrieved 6 May 2024.
  9. ^ a b Brown, S.; Glasner, A. (1999). Assessment Matters in Higher Education. UK Higher Education OUP Humanities & Social Sciences Higher Education OUP. McGraw-Hill Education. p. 62. ISBN 978-0-335-23100-3. Retrieved 6 May 2024.


 

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