Use closed-book questions to check a lesson

Write questions that require an explanation

Turn a learning point into a question with a definite purpose. Instead of asking whether you recognise a term, ask what it means in the example you studied or why a particular step was used. Keep the wording clear enough that you know what an adequate answer would cover.

Include an application question where appropriate. For a spreadsheet lesson, you might explain which operation would answer a small fictional task and why. Don't use private workplace or student data to make the exercise realistic. A clearly labelled invented example can let you practise a method without pretending it is evidence from a real organisation or an assessment you have already completed.

Answer before reopening the material

Put the lesson out of view and write the answer from memory. Note when you are unsure rather than filling a gap with confident-sounding wording. You can leave a space or write the question you need to check. This is practice, so the gap is useful information.

Keep the first attempt short enough to inspect. If you spend most of the session rewriting a long explanation, choose a narrower question next time. Don't treat a low-confidence answer as a diagnosis of your ability. It tells you what needs another look in this piece of material, under these practice conditions. Skills involving equipment or procedures also need appropriate practical work, not only written recall.

Check against the original source

Reopen the lesson and compare the substance of your answer with it. Correct mistakes in a different line or clearly marked section. Copying the source over the original answer can hide what you actually needed to learn. Keep both the attempt and the correction visible where practical.

If the source is unclear, record a specific question for the tutor or course forum. Follow the course's rules about sharing material and using external tools. Don't upload restricted content simply to obtain an explanation. Check any explanation you receive against the authorised source and the course context, especially where a term has a particular technical meaning in that subject.

Use the result to plan the next session

Choose a small follow-up action from the gaps you found. You might revisit one example, practise a procedure or ask for clarification. Return to an earlier question later and see whether you can explain it more clearly without immediately looking at the notes.

Keep the question set manageable. Adding every sentence from a lesson creates a collection you may never use. Remove duplicates and retain questions that test meaningful decisions or explanations. If your course assesses extended writing or practical performance, practise those forms as well. Closed-book questions are a way to inspect understanding of a lesson, not a guarantee of a result or a replacement for the work the course actually requires.

Sources and further help

• Open University: active learning and study techniques (further reading)

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