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Prior work has found that the type of test that learners expect to take can influence how they prepare (e.g., Agarwal et al., 2008; Daou, Buchanan, et al., 2016; Daou, Lohse, et al., 2016; Tauber, Thakkar, & Pleshek, 2022). Specifically, learners tend to spend more time studying for a closed-book exam than for an open-book exam (Agarwal & Roediger, 2011). There also appears to be a benefit of open-book testing compared to closed-book testing in the short-term, with learners performing better on open-book versus closed-book exams. However, in the long term (e.g., a 2-day delay), open- and closed-book tests are equally effective for learning (Agarwal & Roediger, 2011; Wenzel, Schweppe, & Rummer, 2021). With the more recent transitions to online (and often, unsupervised) learning, especially during COVID-19, learners might have access to their notes in addition to their books while taking an exam. To date, little work has examined how open- versus closed-note exams influence learners’ exam preparation and learning outcomes. The current study examines the extent to which tests with open- versus closed-access to notes influence how long learners choose to prepare for the exam and how they prepare. More specifically, we will investigate how open-book versus closed-book and open-note versus closed-note conditions influence how long students study and how many notes they take in preparation for the exam. We also aim to replicate prior findings on open-book versus closed-book exam preparation and learning outcomes (Agarwal et al., 2008; Agarwal et al., 2011). In the experiment, participants will read a short passage (~1000 words) in preparation for a test consisting of 7 short answer questions about the passage (materials from Butler, 2010). Participants will have as long as they want to prepare for the test and will have the option to take as many notes as desired on the passage by typing them into a box on the screen. Immediately after participants are finished studying, they will take a self-paced short answer test in one of the four formats: 1. Open-book, open-note: access to passage and notes on test 2. Open-book, closed-note: access to passage only at test 3. Closed-book, open-note: access to notes only at test 4. Closed-book, closed-note: no access to passage or notes at test Once finished with the test, participants will answer a few qualitative questions (e.g., which of the four testing formats do you typically prefer?) and complete the Test Anxiety Scale (Cassady & Johnson, 2002). |
