Exams

Research shows that open-book tests result in increases in performance on an initial test compared to a closed-book test, but that the two types of tests result in similar long-term retention. Both types of exams also result in better long-term retention compared to simply studying the material and not being tested on it. Gharib, Phillips and Mathew (2012) report that alternatives to closed-book exams, such as open-book exams or cheat sheet exams, are preferred by students because they give them the illusory belief that they will perform better and they decrease test-taking anxiety levels.

To incorporate the alternatives to closed-book testing in your classroom, consider allowing open-book exams or the following cheat sheet strategies:

• Allow or require cheat sheets or crib sheets. Some professors require them to be handwritten to ensure that the student personally prepared it.
• Develop guidelines for grading and create a handout that includes directions, questions, and grading rubrics.
• Consider creating a few sample crib cards showing a range of styles (outline, list of key topics or principles, graphic organizers with facts and data for support arguments, and so forth) that students can use as models.
• Create cheat sheets with students in class as part of the review before the test. Collect the cheat sheets after the class and give them back attached to their test.
• Collect cheat sheets after the test, discuss them during test review: some faculty grade the cheat sheets, some have students assess the value and usefulness of the information on the cheat sheet.

Barkley, E. (2010). Student engagement techniques. San Francisco, CA: Jossey-Bass.

Bean, J.C. (2011). Engaging Ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom (2nd ed.). San Francisco: Jossey-Bass, p.218.

Gharib, A., Phillips W., & Mathew, N. (2012). Cheat sheet or open-book? A comparison of the effects of exam types on performance, retention, and anxiety. Psychology Research 2(8), 469-478.