Two professors and a student are discussing adopting open book exams. Dr. Taylor (Professor) I believe open-book exams better reflect real world scenarios. They test how students apply knowledge, not just how much they can memorise. If structured correctly, they encourage critical thinking, and we've seen from comparative grading studies that students often perform more thoughtfully under this model. Dr. Wells (Professor) That may be true, but I worry about long term retention. Without memorisation, students might not internalise key concepts. Exams aren't just about application they're also about building foundational knowledge. I'd want to ensure question format adjustments preserve that balance. Ryan (Student) From a student perspective, I'm not sure open-book means easier. Actually, it could be harder. If questions are more complex, we might need more preparation time. I'd definitely want preparedness workshops beforehand to understand how to approach those kinds of questions. Dr. Taylor (Professor) Absolutely, Ryan. It's not about easing the challenge it's about changing the nature of the challenge. We'd need to support students through the transition with workshops and samples. The exam structure would emphasise analysis, interpretation, and synthesis, rather than rote recall. Dr. Wells (Professor) Still, I'd want to see pilot implementation results first. We need data on how student outcomes shift and whether it affects grades unfairly. Some students might struggle with the adjustment. That's why feedback mechanisms must be built in from the start. Ryan (Student) Agreed. I'd feel more comfortable if we started small maybe a few select courses to pilot it. Then use student surveys to gather insights. If it turns out that most students actually prefer it and perform well, we can think about wider adoption. Dr. Taylor (Professor) That's a reasonable approach. We can work with departments to identify suitable courses for the pilot, focus on designing the right question formats, and monitor grading patterns closely. The goal is to foster deeper engagement, not catch students off guard. Dr. Wells (Professor) All right, I'm open to a trial provided we include memorisation components elsewhere in the curriculum. I want to ensure students retain essential theories and terminology while also developing the ability to apply them. Ryan (Student) Thanks, both of you. If there's transparency around expectations and support to adjust, I think students will embrace the change. So we go ahead with a limited open-book exam pilot, support it with workshops and feedback, and then assess the impact before expanding.