Open-Book Quizzing with Accelerated Reader
Should students be allowed to look at their books when taking Accelerated
Reader quizzes?
When a student relies on recall while quizzing, quiz scores indicate the student’s level of comprehension of the
book. Low quiz scores (below 80% on a single quiz or below 85% on average) indicate that a student is
struggling at the assigned book level. When a student struggles, the teacher can adjust the Zone of Proximal
Development (ZPD) range and guide the student to more appropriate books.
When a student relies on finding information in the book while quizzing, quiz scores no longer accurately
indicate the student’s level of comprehension, and the teacher can no longer accurately assess whether the
books a student has read are at the appropriate level. As a result, a student may select books that are too
difficult, or the teacher may never realize that the student needs extra instruction to improve reading
comprehension. Therefore, we recommend that students do not have access to books while taking Accelerated
Reader quizzes.
There are a few exceptions in which open-book quizzing may be appropriate:
 During instruction of how to take Accelerated Reader quizzes, but for no more than two weeks

During instruction of how to read nonfiction and take corresponding Accelerated Reader quizzes, but for
no more than two weeks

As a tactic that might be used strategically with any student as part of comprehension instruction or
intervention.
Open-book quizzing should not be confused with the text-lookback strategy that is a well-supported practice
used during reading to improve reading comprehension (Garner, 1987; Duffy, 2003). Several studies have
examined the comparative merits of open-book and closed-book testing (Boniface, 1985; Francis, 1982). These
studies have shown that students tend to prepare less thoroughly for open-book tests that could mean not even
reading the book. Studies to date have demonstrated no clear benefit in levels of student achievement arising
from open-book tests (Brooks, 1988).
Additionally, researchers have concluded that different test types such as take-home, open-book, collaborative,
and closed-book tests each have their place (Hoyt, Vasilescu, Feeser & Horton, 2008; Monahan, 1997). These
studies have found that tests based on factual details that would be revealed in the book are best served by
closed-book tests.
Based on the research literature and 25 plus years of experience with Accelerated Reader in the schools, our
recommendation is that students complete Accelerated Reader quizzes without referring to the book unless any
of the above exceptions apply. We encourage teachers to make their own decisions about how they are
© 2014 Renaissance Learning, Inc. All logos, designs, and brand names for Renaissance Learning’s products and services, including but not limited to
Accelerated Reader, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United
States and other countries. All other product and company names should be considered the property of their respective companies and organizations.
PO Box 8036Wisconsin Rapids, WI 54495-8036(800) 338-4204www.renaissance.com
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using Accelerated Reader quizzes with the ultimate goal of increasing the reading ability of all students. Looking
up answers to questions is a tactic that might be used strategically with any student as part of comprehension
instruction or intervention. To get an accurate assessment of comprehension, however, we recommend it be
used short-term and that the ultimate goal be independent quizzing. Closed-book quizzing is the best way to
make sure the quiz results are interpretable as an indication of comprehension and not a student’s ability to
locate information in a book.
References
Boniface, D. (1985). Candidates' use of notes and textbooks during an open-book examination. Educational
Research, 27, 201–209.
Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research,
58(4), 438–481.
Duffy, G. (Ed.). (2003). Improving comprehension: 10 research-based principles. Washington, DC: National
Education Association.
Francis, J. (1982). A case for open-book examinations. Educational Review, 34, 13–26.
Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.
Hoyt, B.H., Vasilescu, I.P., Fesser, K, & Horton, J. (2008). Improved long-term retention for identical and similar
material found on chapter quizzes. National Social Science Journal, 31 (1), 57-63.
Monahan, K.P. (1997). Open book examinations: A report and a response to some recurrent concerns. CDT Link,
1(2),
© 2014 Renaissance Learning, Inc. All logos, designs, and brand names for Renaissance Learning’s products and services, including but not limited to
Accelerated Reader, are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United
States and other countries. All other product and company names should be considered the property of their respective companies and organizations.
PO Box 8036Wisconsin Rapids, WI 54495-8036(800) 338-4204www.renaissance.com
Page 2 of 2
R34523.140910