Reducing Test Anxiety While Increasing Learning: The Cheat Sheet

Erbe, Brigitte Mach

doi:10.3200/ctch.55.3.96-98

Cited by 38 publications

(34 citation statements)

References 4 publications

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“…As shown in Fig. The use of this kind of cheat sheet has been associated with increased learning particularly in the first three levels of the cognitive processing axis of the revised Bloom's taxonomy (Bloom, 1956;Anderson et al, 2001) and reduced test anxiety (Erbe, 2007;de Raadt, 2012). As the style of exam questions both influences and directs student learning (Carson and Watson, 2002), in both 2013 and 2014 significantly more emphasis was put on measuring conceptual understanding of the students.…”

Section: Course Backgroundmentioning

confidence: 99%

Student oriented approaches in the teaching of thermodynamics at universities – developing an effective course structure

Partanen

2016

Chem. Educ. Res. Pract.

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The aim of this study was to apply current pedagogical research in order to develop an effective course and exercise structure for a physical chemistry thermodynamics course intended for second or third year university students of chemistry. A mixed-method approach was used to measure the impact the changes had on student learning. In its final form in 2014, the course consisted of lectures following a broken lecture structure that incorporated different kinds of activating learning tasks, and a three-tiered exercise structure including qualitative and quantitative tasks with a large emphasis on collaborative problem-solving. The new lecture and exercise structures improved student learning as measured by students' exercise points, exam results, and, between 2013 and 2014, the results of a conceptual thermodynamics test the students took at the beginning and end of the course. Even though the new exercise structure increased students' motivation, positive affect and satisfaction with the course, in both 2013 and 2014, it was the interactive lecture structure that students reported to be the most beneficial part of the course. In light of these results, this study demonstrates the advantages on student learning of adopting a multifaceted approach to both lectures and exercises.

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Section: Course Backgroundmentioning

confidence: 99%

Student oriented approaches in the teaching of thermodynamics at universities – developing an effective course structure

Partanen

2016

Chem. Educ. Res. Pract.

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“…Erbe (2007) had argued that the preparation of cheat sheets improve and deepen learning by helping students organize their study time. Some authors found an improvement in performance when students use cheat sheets (Skidmore & Aagaard, 2004), while others found no effect (Dickson & Miller, 2005;Hindman, 1980;Whitley, 1996).…”

mentioning

confidence: 99%

Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on Performance, Retention, and Anxiety

Gharib¹,

Phillips²,

Mathew³

2012

JPR

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The differences between open-book, cheat sheet, and closed-book exams were examined in two different types of psychology courses. A total of 297 students enrolled in eight sections of Introductory Psychology and 99 students This study developed from an ongoing debate in our department, one which is probably happening in many academic departments. The question is which type of exam is best. All teachers want their students to learn and retain the material they cover and at the same time enjoy the process of learning. One way to check how well students have learned is by giving exams. There are many teachers who consider the traditional closed-book and notes time-limited exam the best measure of student learning, while others argue for alternatives, such as cheat sheet or open-book tests. While a closed-book exam is probably the most common type of exam in psychology courses, alternative exam types, such as cheat sheets (or crib notes) where the students can prepare notes to use on the exam ahead of time, and open-book exams where the student can use all their material during the test, are increasingly accepted. Students themselves prefer alternative forms of testing, for example, Williams and Wong (2009) found that students prefer open-book exams compared to closed-book tests. Students believed that being able to use notes, cheat sheets and texts during an exam would improve grades and decrease their anxiety. Are these expectations justified? The purpose of this project was to examine the effectiveness of various exam types: open-book, closed-book, and cheat sheet. There is a relatively long history of trial-and-error efforts to improve testing procedures (Kalish, 1958;J. M. Stalnaker & R. C. Stalnaker, 1934). Surprisingly, there is little consensus among investigators as to which testing style may be the

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“…The current study by [46] influence of genetical evaluation on lowering test anxiety and students academic achievement were analyzed and results showed that they ameliorated the above-mentioned skills but they had no influence on students creativity .Findings [47] provide partial support for the self-regulatory model of test anxiety. Suggesting that additional routes are required to account for the role of parental pressure and teachers' performance-avoidance goals and a re-examination of the relationship between test anxiety and achievement goals.…”

Section: Resultsmentioning

confidence: 87%

“…there are inconsistent with [7] Cognitive and regular desensitization technique in decrease test anxiety were analyzed .results showed that test anxiety was lower in both groups in comparison to control group but there was no significant difference between Cognitive and desensitization technique in lowering test anxiety. Another research was performed to evaluate the lowering methods of anxiety with the aim of training of study skills and cognitive-behavior technique and combination of above mentioned technique and control group, results showed that in ternate groups test anxiety scores were lower than control group [8]. and behavior therapy (concentrate on subjective skills) and cognition effect on test anxiety [9].…”

Section: Introductionmentioning

confidence: 99%

Study of Test Anxiety of Freshmen Engineering Boys and Girls Students and their Academic Performance in Science & Humanities Subjects

Reddy¹,

Reddy²,

Reddy³

2016

TMLAI

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The main aim of this learning was the effect of teaching of self-regulation on test anxiety; college achievement and met cognition in boy students, The Society under study include all boy and girl students of MLRIT. From this society 154 persons were randomly selected as sample that include experiment and control groups and 110 persons were selected for comparative analyzes. Measurement tools was Testanxiety inventory that encountered of reliability and validity. Plan of research was kind of pre-test and post-test with manage group. After of pre-test, experimental groups four week, every week, two sessions and every session, an hour to share in education class of self-regulation. After of end experimental to accomplish post test with two groups. The results of T-test show that there are significant difference between test anxiety in pre-test and post-test. Also we can see differenced levels of test anxiety between this student (22.4=low, 56.8=medium 18.4=high, 18.6 tremendous). Mean scores of test anxiety among students whose parents have academic education is higher than whom their parents don't have academic education that show parents with academic education have more stringent whereas, results of t-test show that there are no significant differences between parents with academic education and no academic education also There are no significant different in mother profession and there are significant difference between boys and girls test anxiety (t=-4.76, p<0.00). With comparison Mean of two groups discover that girls encounter higher test anxiety. Results of meta cognition analyzes show that Mean scores in post-test are higher than pre-test however analyze with t-test method show that there are not significant difference between experimental and control groups in post-test of global reading, problem-solving, support research strategies and total score. results of academic achievement analyzes show that mean scores of courses increase in post-test that show self-regulation is useful in practicable and reading courses. With comparison Mean scores in foreign language books discover that pre-test are almost similar to post-test. Besides analyze with t-test methods show that there are significant difference between experimental and control groups in English, physics, chemistry and mathematics courses (p<0.05) however there are no significant difference in mathematical methods, drawing, English and Hindi courses.

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Reducing Test Anxiety While Increasing Learning: The Cheat Sheet

Cited by 38 publications

References 4 publications

Student oriented approaches in the teaching of thermodynamics at universities – developing an effective course structure

Student oriented approaches in the teaching of thermodynamics at universities – developing an effective course structure

Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on Performance, Retention, and Anxiety

Study of Test Anxiety of Freshmen Engineering Boys and Girls Students and their Academic Performance in Science & Humanities Subjects

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