ERIC Number: EJ1036784
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 54
Assessing the Impact of Testing Aids on Post-Secondary Student Performance: A Meta-Analytic Investigation
Larwin, Karen H.; Gorman, Jennifer; Larwin, David A.
Educational Psychology Review, v25 n3 p429-443 Sep Aug 2013
Testing aids, including student-prepared testing aids (a.k.a., cheat sheets or crib notes) and open-textbook exams, are common practice in post-secondary assessment. There is a considerable amount of published research that discusses and investigates the impact of these testing aids. However, the findings of this research are contradictory and inconclusive. The current meta-analytic investigation provides a general measure of the impact of both student-prepared testing aids and the use of open-textbook exams on student exam performance in post-secondary education, while examining variables that may moderate the effects of testing aids on student exam performance. The results indicate that, overall, testing aids can produce a moderate impact on student exam performance, with student-prepared testing aids associated with a larger effect (d = 0.402) relative to open-textbook exams (d = 0.257). The results are discussed in terms of their implications for college course instructors and for informing the broader debate about the role of testing aids in long-term student learning and mastery of course material.
Descriptors: Meta Analysis, Investigations, Postsecondary Education, College Students, Performance Based Assessment, Predictor Variables, Test Wiseness, Effect Size, Evidence, Achievement Gains
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A