June 15, 2019
June 15, 2019
June 19, 2019
Instructors have long questioned whether the allowance of reference materials under test conditions is a benefit or hinderance in student knowledge acquisition and test performance. Introductory courses of a quantitative nature which are heavily equation oriented, such as engineering economy, often permit the use a reference during examination. Under exam conditions, instructors frequently stipulate that students may use (1) the text book, to encourage use of long-term reference; (2) the class notes, to encourage good note taking and class attendance; (3) a notecard, to encourage focused study and prioritization of important topics; (4) an instructor-prepared formula reference sheet; or (5) a student-prepared “cheat-sheet”, to encourage thorough review and organization of the material. Despite these varied approaches, little investigation has been made to evaluate the benefits. This paper critically examines from an instructor and student perspective the benefits and disbenefits of allowing the use of a “cheat sheet” for examination. Student-prepared “cheat-sheets” are evaluated and scored according to five dimensions. This data is then paired with results from an end of semester survey regarding student perceptions of the reference benefit in outcome. Results suggest that while most students welcome the allowance of a “cheat sheet”, some students will not invest the time in “cheat sheet” preparation for various reasons. Several factors are discussed, and outcomes are reported.
Smith, R. L., & Lester, H. D. (2019, June), Instructor and Student Perceptions of the Authorized, Self-prepared Reference Sheet for Examinations Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32977
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