Analysing university closed book examinations using two frameworks

Assessment influences students’ approaches to learning and conveys to the learners what the exam-setters value. Frameworks have been developed in order to understand and analyse the demands of the assessment tasks. In this paper, two frameworks are used to analyse one undergraduate closed book examination in abstract algebra. The analysis of the tasks resulting from the two frameworks are presented and discussed. Finally, some aspects regarding the applicability of the frameworks are highlighted and further steps are suggested.