*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.
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.
Knierim, 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.