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Summer Institute

Maximizing Learning Potential in Testing Events


*Brame, C. J. and Biel, R.  “Test-enhanced Learning:  The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses.  Cell Biology Education—Life Sciences Education, 2015, 14 (Summer), 1-12.

 --Identifies six benefits that accrue when student “test” themselves on course materials.  It’s an evidence-based study strategy that teacher can use to encourage better performance on exams.

Favero, T. G.  “Active Review Sessions Can Advance Student Learning.”  Advances in Physiology Education, 2011, 35 (3), 247-248.

   --Review session activities that have students reviewing the material, not the teacher

Innovative Exam Alternatives


Corrigan, H. and Craciun, G. (2013).  “Asking the Right Questions:  Using Student-Written Exams as an Innovative Approach to Learning and Evaluation.”  Marketing Education Review,  2013, 23 (1), 31-35.

--Students write and answer their own test questions, and are graded on the content and difficulty of their questions.


‚ÄčKnierim, K., Turner, H., and Davis, R. K.  “Two-stage Exams Improve Student Learning in an Introductory Geoscience Course:  Logistics, Attendance and Grades.  Journal of Geoscience Education, 2015, 63 (2), 157-164.

--Students complete exams in two stages; first, they do a typical closed-book exam on their own and then, they do an open-book or take-home exam, alone or in collaboration with others, depending on how the teacher designs this testing strategy.  Usually the first stage score counts more than the second stage.


Bassett, H. M.  “Teaching Critical Thinking Without (Much) Writing.  Multi-choice and Metacognition.”  Teaching Theology & Religion, 2016, 19 (1), 20-40

--After answering each multiple-choice question, student provide a short written rationale for their answer which is graded along with the answer.