Student created cheat sheets in examinations

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Results of a study that explored the use of student created cheat-sheets and the impact on performance.

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Student created cheat sheets in examinations

  1. 1. Student Created Cheat-Sheets in Examinations<br />Michael de Raadt<br />
  2. 2. Examinations<br />Closed book<br />Open book<br />Restricted<br />Teacher created notes<br />Student created notes  cheat-sheets<br />Purpose = exploring use of cheat-sheets<br />Context = introductory programming<br />
  3. 3. Research about Open Book<br />Advantages<br />Reduced anxiety<br />Shift from memorisation to reasoning<br />Reduction of cheating<br />Better average performance<br />Disadvantages<br />Less preparation time  superficial learning<br />Lookup time  reliance on text  poorer performance<br />
  4. 4. Research about Cheat-sheets<br />Dickson and Miller (psychology exams)<br />No help in learning<br />Erbe (education) and others<br />Help with learning lower Blooms levels<br />Help prepare students, exam is learning activity<br />(awards for best cheat-sheet)<br />
  5. 5. Research Questions<br />Do students who create cheat-sheets perform better?<br />Do cheat-sheets lift performance?<br />What features can be identified on cheat-sheets?<br />Do features relate to performance?<br />
  6. 6. Examination Setting<br />Introductory programming<br />Prior<br />Sample exam<br />Told about cheat-sheet<br />Hand-written<br />A4, double sided<br />Examination<br />50 marks<br />Included language reference<br />89 students (21% on-campus, 79% external)<br />72 cheat sheets (81%)<br />
  7. 7. Performance<br />32.5<br />23.9<br />T-test (equality of means) t=2.5, p=0.016<br />
  8. 8. Improvement<br />
  9. 9. Features<br />
  10. 10. Conclusions<br />Evidence supports theory that cheat-sheets have impact<br />Recommendations<br />Use cheat sheets<br />Advise students<br />thorough review, match course content order<br />general, abstract representations<br />don’t assume sample answers will help<br />Future work<br />replications (cross-institutional, interdisciplinary, longitudinal)<br />
  11. 11. Questions<br />Please ask in forum<br />

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