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Assessing the Impact of Testing Aids on Post-Secondary Student Performance: A Meta-Analytic Investigation |
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| Authors: | Karen H Larwin Jennifer Gorman David A Larwin |
| Institution: | 1. Youngstown State University, Youngstown, OH, USA 2. College of Southern Nevada in Las Vegas, 6375 W Charleston Blvd, Las Vegas, NV, 89146, USA 3. Kent State University at Salem, Salem, OH, 44460, USA |
| Abstract: | 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=.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. |
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