A Discussion of the Effect of Open-Book and Closed-Book Exams on Student Achievement in an Introductory Statistics Course

Autor/in	Block, Robert M.
Titel	A Discussion of the Effect of Open-Book and Closed-Book Exams on Student Achievement in an Introductory Statistics Course
Quelle	In: PRIMUS, 22 (2012) 3, S.228-238 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2011.565402
Schlagwörter	Statistics; Mathematics Instruction; College Mathematics; Tests; Introductory Courses; Probability; Academic Achievement; Mathematics Achievement; Armed Forces; Undergraduate Study; Thinking Skills; Critical Thinking; Comparative Analysis; Student Attitudes; College Students + Suchen Sie Ihr Suchwort? Statistik; Mathematics lessons; Mathematikunterricht; Examination; Prüfung; Examen; Einführungskurs; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Military; Militär; Grundstudium; Denkfähigkeit; Kritisches Denken; Schülerverhalten; Collegestudent
Abstract	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. (Contains 3 figures and 3 tables.) (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10