Now what? Pedagogical implications of a shift to open book assessment of vector calculus

Abstract

During the global pandemic, a drastic change in higher-level education took place in assessment. The traditional closed book format had to evolve to a technology-mediated open book assessment for engineering students in a vector calculus course. It became evident that the traditional format was no longer in line with the modern world both functionally and didactically. Such change in the assessment places a responsibility upon us as teachers for constructive alignment of the teaching and learning environment. In this paper, we identify four categories of pedagogical implications and conclude with concrete suggestions for classroom practice.