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When we think about exam preparation for high school and college students, many of us picture long nights spent cramming, anxiously trying to memorize information. We might even recall our own traumatic experiences with exam weeks, where countless hours were invested only to find we studied the wrong material or blanked out during the test. It doesn’t have to be this way.
Recently, a professor’s perspective on test preparation has gained attention, advocating for a more transparent approach: providing students with potential exam questions in advance. “One to two weeks before an exam, I share a list of possible essay and exam questions with my students,” shared Professor Mia Johnson on a social media platform. When questioned about whether this would lead to students preparing answers for all the questions, she recognized a fundamental difference in their views on the purpose of exams. For Professor Johnson, the aim is to facilitate learning; for some others, it seems to be something quite different.
This approach also benefits educators. “If I unintentionally create a poorly worded question, I can gauge its clarity based on student inquiries during office hours or via email. I can then address the confusion for everyone or simply remove the question from the exam,” she explained.
This refreshing viewpoint on exams raises an important question: shouldn’t education focus on equipping students with the tools to learn and flourish? The intent should not be to deceive students or catch them off guard; that serves little purpose beyond inflating the egos of some professors. The traditional method rewards memorization rather than genuine comprehension of the material.
Research highlighted by award-winning journalist Annie Murphy Paul in the Washington Post shows that various studies comparing standard tests to open-book formats reveal little difference in learning or assessment outcomes. In fact, open-book tests can reduce anxiety and promote critical thinking and problem-solving skills, moving beyond rote memorization.
While the debate around open-book testing resurfaced during the pandemic, it’s not a new idea. In my time in law school two decades ago, most exams allowed the use of notes or textbooks. Critics may argue that this doesn’t truly assess knowledge. However, given the extensive information covered in these exams, students needed a solid understanding of the material to efficiently locate and apply relevant information.
Daniel Chan referenced this concept by stating, “The best method allows students to learn more than what they can recall during the exam, effectively sampling their knowledge.” While the approach taken by Johnson and Chan may differ from traditional open-book tests, they share a key principle: providing students the resources they need to demonstrate their understanding.
Education is about more than just recalling facts; it’s about knowing how to gather information and apply it effectively. Once students grasp foundational skills like reading and basic math, virtually any information can be accessed through various means, be it books, experts, or online resources.
Education should be a collaborative process between teachers and students. Kudos to educators who recognize this vital aspect of learning.
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In summary, the shift towards open-book exams and providing students with questions in advance can lead to a more effective learning experience. It emphasizes understanding over memorization, reduces anxiety, and fosters a collaborative educational environment.
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