Obstacles and challenges facing English language teachers in using open-book assessment at tertiary level

Abstract EN

This study investigates the obstacles and challenges that facing English language teacher in using open-book assessment at university level.

The significance of this study stems from teacher’s need to explore several methods of assessment and new strategies for formulating effective programmed that enhance student learning and promote higher-order thinking skills.

The study used descriptive analytical method to answer questions addressing the problem.

The questionnaire was distributed to 27 academic staff members.

The results showed that there were obstacles and challenges encountered teachers when they dealt with the open book assessment such as: absence of clear criteria for designing of open-book assessment, the prevalence of traditional or closed-book examinations which are common among teachers prevent from accepting any change in the method of assessment and lack of experience and knowledge towards open-book assessment.

In addition, the results suggest that teaching strategies are very important in promoting critical thinking, analysis, argumentation, and application so that teachers could develop their abilities in the above skills and reflect them on their students.

Furthermore, teachers should be trained and prepared for constructing open-book assessment.