A discussion of the effect of open-book and closed-book exams on student achievement in an introductory statistics course.

• Autores: Robert Block
• Localización: Primus: problems, resources, and issues in mathematics undergraduate studies, ISSN 1051-1970, Vol. 22, Nº. 3, 2012, págs. 228-238
• Idioma: inglés
• DOI: 10.1080/10511970.2011.565402
• Texto completo no disponible (Saber más ...)
• Resumen

  • The use of open-book tests, closed-book tests, and notecards on tests in an introductory statistics course is described in this article. A review of the literature shows that open-book assessments are universally recognized to reduce anxiety. The literature is mixed however on whether deeper learning or better preparation occurs with open-book exams. This article reviews the Math 300 Statistics course testing policy which evolved from closed-book exams to open-book exams to closed-book exams with notecards. Our experience led to increased student enjoyment of the course while continuing to encourage deeper student learning.