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Reading the various questions about open-book and closed-book examinations got me wondering:

Is there any sound pedagogical reason for a time-limited examination (closed or open) at the undergraduate/advanced UG level ?

I understand that there are many good logistical reasons, including:

  • classroom management in a big group
  • a desire to prevent cheating

and at (say) the elementary school level, I understand that timed tests (say of multiplication tables) create a certain level of felicity with manipulating numbers that helps with more complex tasks later on.

But at the UG/advanced UG level, it seems to me that deep understanding is usually more important.

Note: This question on the unreasonableness of the prescribed time limitsThis question on the unreasonableness of the prescribed time limits is related, but not exactly the same (i.e it takes as given the existence of time limits and merely questions the actual time span set)

Reading the various questions about open-book and closed-book examinations got me wondering:

Is there any sound pedagogical reason for a time-limited examination (closed or open) at the undergraduate/advanced UG level ?

I understand that there are many good logistical reasons, including:

  • classroom management in a big group
  • a desire to prevent cheating

and at (say) the elementary school level, I understand that timed tests (say of multiplication tables) create a certain level of felicity with manipulating numbers that helps with more complex tasks later on.

But at the UG/advanced UG level, it seems to me that deep understanding is usually more important.

Note: This question on the unreasonableness of the prescribed time limits is related, but not exactly the same (i.e it takes as given the existence of time limits and merely questions the actual time span set)

Reading the various questions about open-book and closed-book examinations got me wondering:

Is there any sound pedagogical reason for a time-limited examination (closed or open) at the undergraduate/advanced UG level ?

I understand that there are many good logistical reasons, including:

  • classroom management in a big group
  • a desire to prevent cheating

and at (say) the elementary school level, I understand that timed tests (say of multiplication tables) create a certain level of felicity with manipulating numbers that helps with more complex tasks later on.

But at the UG/advanced UG level, it seems to me that deep understanding is usually more important.

Note: This question on the unreasonableness of the prescribed time limits is related, but not exactly the same (i.e it takes as given the existence of time limits and merely questions the actual time span set)

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Suresh
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Pedagogical reasons for time-limited exams

Reading the various questions about open-book and closed-book examinations got me wondering:

Is there any sound pedagogical reason for a time-limited examination (closed or open) at the undergraduate/advanced UG level ?

I understand that there are many good logistical reasons, including:

  • classroom management in a big group
  • a desire to prevent cheating

and at (say) the elementary school level, I understand that timed tests (say of multiplication tables) create a certain level of felicity with manipulating numbers that helps with more complex tasks later on.

But at the UG/advanced UG level, it seems to me that deep understanding is usually more important.

Note: This question on the unreasonableness of the prescribed time limits is related, but not exactly the same (i.e it takes as given the existence of time limits and merely questions the actual time span set)