Testing strategies centered around open-ended assessments are generally thought to result in deeper learning compared with close-ended questioning. However, the time requirements involved in grading open-ended assessments on exams often limit the feasibility of using such assessments. This article presents an index card questioning strategy designed to mitigate the grading workload associated with using open-ended assessments as a centerpiece of larger courses. This strategy additionally encourages collaborative learning, provides data on class progress, assists in identifying student misconceptions, and helps to align student and instructor expectations.
Details
Type Journal ArticlePub Date 3/1/2011Stock # jcst11_040_04_46Volume 040Issue 04