Does seen examination promote “deep” or “surface” learning? Pedagogical reflections on using seen examinations for student learning feedback.

As part of a four year module at the Ghana Technology University College, mid semester examination was delivered by seen examination assessment method. The study explored Level 300 students’ experiences of “seen “examination” and the value it may add to their learning experience. It offered a novel and new innovation way in assessing students learning approach away from the traditional sit-in time constraint test, which may be used to complement the student assessment mechanism at the
university. The themes generated during analysis were: preparing for exams, fear of exams, focus, and relevance of the assessment method. The paper focused on student perceptions and attitudes to “seen examination” using information gathered from in-depth interviews and interview guides. The overall impression from the students’ feedback in this study suggested that the assessment method of “seen examinations” is a valuable tool that enhanced their knowledge and skills, encouraged deeper learning, reduced anxiety, generated and
motivated high impact engagement of academic activities in the area of learning especially during
preparations towards sit-in time constrained examinations