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When it comes to preparing for high school and college exams, many of us envision late-night cramming sessions, trying to jam as much information as possible into our heads. We often recall our own stressful exam experiences, where we spent countless hours studying, only to discover we had focused on the wrong material. And who hasn’t had that one class where we could confidently discuss topics in class, but as soon as we sat down with our #2 pencil, our minds went blank?
However, this doesn’t have to be the norm.
A recent social media post by a professor has sparked interest with its unique approach to exam preparation—providing students with potential questions ahead of time. “One to two weeks before an exam, I give my students a list of possible essay and exam questions,” wrote Professor Lisa Harper on Twitter. When challenged by a colleague about concerns that students might prepare answers in advance, she realized they had fundamentally different views on the purpose of exams. To Professor Harper, the aim is to facilitate learning; to some of her peers, it may seem to serve another purpose entirely.
This approach offers an additional advantage: it enables educators to enhance their teaching methods. “If I inadvertently craft a poor question with ambiguous wording, I can gauge that through student inquiries during office hours or via email. This allows me to clarify the study material for everyone or omit the question from the exam,” she explained.
What a refreshing perspective on studying, exams, and education overall. After all, the ultimate goal of education—whether in elementary school, high school, or college—should be to provide students with the tools they need to learn and thrive. The intention shouldn’t be to trip students up or to trick them into providing incorrect answers. What purpose does that serve, other than perhaps satisfying the egos of a few self-important educators?
The traditional method of cramming favors those adept at memorization, rather than those who possess a deeper understanding of the material. Annie Murphy Paul, an acclaimed journalist specializing in learning and cognition, noted in the Washington Post that studies comparing conventional exams to open-book formats show minimal differences in learning or assessment results. In fact, open-book exams can actually reduce anxiety.
“Constructed correctly, open-book exams can encourage higher-level thinking and problem-solving skills rather than mere memorization,” Paul stated.
The discussion around open-book exams gained renewed attention during the pandemic, but this approach isn’t new. In fact, during my law school days two decades ago (has it really been that long?), most tests were open-note or open-book.
Some may argue that this method doesn’t accurately assess what a student knows. On the contrary, because the tests were timed and covered extensive content—really, a lot—students needed to have a solid understanding of the material and be adept at locating and applying the information.
“This is absolutely the best method,” commented educator Mark Taylor. “Students retain far more material than they actually utilize on exams, showcasing their knowledge.”
While the strategies employed by Harper and Taylor are not identical to open-book tests, they share a common underlying principle: providing students with the resources they need to demonstrate their understanding. Shouldn’t this be the goal of every exam? Isn’t it the aim of the education system as a whole?
Learning is not just about what one knows at a single moment; it involves the ability to seek out information that one may not remember and apply it correctly. Once we master reading and basic math, nearly all information can be accessed through various means—whether it’s looking it up in books, consulting an expert, or using handy tools like Google.
Education is fundamentally about learning—a process that thrives on a collaborative relationship between teachers and students. Hats off to the educators who recognize this.
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