Effects of Take-Home Tests and Study Questions on Retention Learning in Technology Education

Haynie, William J.

doi:10.21061/jte.v14i2.a.1

Cited by 15 publications

(16 citation statements)

References 9 publications

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“…If questions are designed so that they require a thorough understanding of course material, they will be costly to contract out The cheating issue seems to dominate all conducted risk analyses that have been published, but other concerns have been voiced. There is some concern that students will not read the whole course material but only hunt for answers, but this can easily be mitigated by including questions about all the material [17,32,38] (See also Q5 below).…”

Section: Remedy Sourcementioning

confidence: 99%

“…Due to the extended time-span implicated by a THE and the fact that students are "freed from the toil of memorization", "the instructor can get tough for good reasons" [22] (p. 344-345). A THE allows the instructor to include questions covering all the course material [17,32,38]. Questions should force students to higher level thinking, to apply knowledge to novel situations and synthesize material [17].…”

Section: Remedy Sourcementioning

confidence: 99%

“…This appears to be the most polarized question in the community, both concerning the study habits and the long-term retention. Some researchers assert that students who know that they will be assessed by a THE tend to study less than if they are assessed by an ICE [3,15,23,25,32,35]. Others take the polar, opposite standpoint and argue that they study more if they know they will have a THE [4,10,22,24,33,40].…”

Section: Remedy Sourcementioning

confidence: 99%

“…It is interesting to note that the group of researchers that claims that THEs promote long-time retention learning better than ICEs, are (almost) identical to the group who claims that students' study more for THEs. However, only seven works were found where actual retention tests were conducted (as unannounced tests sometime after the THE) to support their claims [4,6,17,23,25,29,32].…”

Section: Remedy Sourcementioning

confidence: 99%

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Take-Home Exams in Higher Education: A Systematic Review

Bengtsson

2019

Education Sciences

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This work describes a systematic review of the research on take-home exams in tertiary education. It was found that there is some disagreement in the community about the virtues of take-home exams but also a lot of agreement. It is concluded that take-home exams may be the preferred choice of assessment method on the higher taxonomy levels because they promote higher-order thinking skills and allow time for reflection. They are also more consonant with constructive alignment theories and turn the assessment into a learning activity. Due to the obvious risk of unethical student behavior, take-home exams are not recommended on the lowest taxonomy level. It is concluded that there is still a lot of research missing concerning take-home exams in higher education and some of this research may be urgent due to the emergence of massive online open courses (MOOCs) and online universities where non-proctored exams prevail.

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Section: Remedy Sourcementioning

confidence: 99%

Section: Remedy Sourcementioning

confidence: 99%

Section: Remedy Sourcementioning

confidence: 99%

Section: Remedy Sourcementioning

confidence: 99%

See 2 more Smart Citations

Take-Home Exams in Higher Education: A Systematic Review

Bengtsson

2019

Education Sciences

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“…Existing research has shown that test taking can serve as an aid for students to retain learned materials (Haynie, 2004;Haynie, 2003; March, 1984;Nungester & Duchastel, 1982). In Haynie's previous study, over 88% of the 110 college students reported that they would not study materials unless they expected the materials to be reflected on a test (1997).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Game-Based Learning and Anticipation of a Test on the Learning Outcomes of 10th Grade Geology Students

Chen

Yeh

Chang

2016

EURASIA J MATH SCI T

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This study examines whether a Role Play Game (RPG) with embedded geological contents and students' anticipation of an upcoming posttest significantly affect high school students' achievements of and attitudes toward geology. The participants of the study were comprised of 202 high school students, 103 males and 99 females. The students were divided into four groups: 1. RPG group with pre-announced posttest, 2. RPG group with unannounced posttest, 3. No RPG group with pre-announced posttest, and 4. No RPG group with unannounced posttest. A 2x2 MANCOVA was conducted on the posttest scores with students' pretest scores as the covariates. The results indicated that: (a) there was no statistically significant interaction effect between RPG and anticipation of posttest on students' learning outcomes; (b) there was no statistically significant main effect for RPG on students' learning outcomes; however, (c) whether or not students had anticipated an upcoming posttest significantly affected their geological achievements and attitudes. In conclusion, testing has positive effects as a reinforcement to help students both retain their content knowledge and have positive attitudes towards geology.Keywords: attitudes, geology, game-based learning, test anticipation, learning outcomes INTRODUCTIONComputer and video games are now a pervasive part of today's society. A survey conducted in 2002(Jones, 2003 to 1,162 college students of 2-year and 4-year public and private colleges and universities in the US indicated that virtually all college students have prior experience playing computer or video games. Among the college students surveyed, 65% of them played video, computer or online games occasionally or regularly. Almost half of the college students (48%) admitted that gaming, to some or great extent, kept them from studying. In particular, 9% of the students even confessed that their main purpose for playing games was to avoid studying. In addition, one third (32%) of the students also confessed to playing games that were irrelevant to instructional activities during their classes. Another study conducted in Slovakia (Fančovičová, & Prokop 2008) surveyed 206 students from eleven different elementary schools suggested that 64% of students' regular activities with computer use were for playing computer games, followed by working on the internet (27%), and writing (26%).Since electronic games play such a prominent role in young people's lives, researchers and educators therefore hope to combine the intrinsic motivation that students show towards electronic games with educational content and objectives to make learning more fun and enjoyable (Marina Papastergiou, 2009a). As a result, harnessing the power of computer games in instructional designs to increase students' learning incentives and to positively affect their learning outcomes has become of great interests among researchers and educators (Hwang, Wu, Chen, 2015;Manero, Torrente, Serrano, Martinez-Ortiz, & Fernández-Manjón, 2015;Lee, Chen, & Chang, 2014;Jamet, 2013;Baek, ...

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A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing

Spiegel,

Nivette

2024

Eur J Psychol Educ

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The current study examines the relative impact of take home (open book) examinations (THE) and in class (closed book) examinations (ICE) on student academic performance and wellbeing outcomes. Specifically, this study contributes to our understanding about students’ long-term knowledge retention, measured four to six months after completing the course. A unique longitudinal dataset consisting of four cohorts of a social science bachelor and master course that implemented either a THE or ICE in successive years was used. Survey data included wellbeing and academic performance measures as well as a 10-item knowledge retention quiz. Within the master course, the ICE cohort had higher examination grades and higher knowledge retention scores than the cohorts that completed a THE. In the bachelor course, there were no differences in knowledge retention across cohorts. Examination score was associated with higher knowledge retention scores across both courses. One bachelor cohort reported lower wellbeing compared to others (cohort 2021–2022); however, we found no further differences in academic or wellbeing outcomes based on examination form. The findings suggest a slight advantage of ICEs over THEs with regard to academic performance.

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Effects of Take-Home Tests and Study Questions on Retention Learning in Technology Education

Cited by 15 publications

References 9 publications

Take-Home Exams in Higher Education: A Systematic Review

Take-Home Exams in Higher Education: A Systematic Review

The Effects of Game-Based Learning and Anticipation of a Test on the Learning Outcomes of 10th Grade Geology Students

A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing

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