Purpose & Procedure:

Instructors see tests as tools to measure some aspects of students' learning and to foster further learning; students sometimes see tests as weapons designed to make them feel insecure and incompetent (ok, I exaggerate). Now if tests really are learning tools, students should have the opportunity to learn from them and to show their learning.  So, here's the process:

(1) I will prepare the tests as usual (a mix of objective and problem-solving and essay items) and you will study as usual.

(2) You will take the tests in class as usual and indicate your answers to "objective" items on the computer/scan sheet.

(3) When you're are finished with your test, turn in the computer/scan sheet and your essays; take the test booklet home.  I'll grade the computer/scan sheet and essays.

(4) You should review the test using class notes, assigned readings, and classmates as resources (you can NOT use professors as resource).  You may change your answers to any of the objective questions by writing the new answer and a brief rationale for the new answer with reference to the source (e.g., Sept 10 lecture; page 72 in Martin text) next to the question on the test booklet. You are not required to change any of your answers but are still encouraged to review your test.

(5) At the beginning of the next class period, you will turn in your test booklet with any changed answers and rationales. I will grade any changed answers and score the objective part of the test as follows:

• full credit for each answer that was correct the first time and not changed
• half credit for each answer that was wrong the first time but correctly changed and supported with rationale/reference
• no credit for answers that were originally wrong and not changed OR were originally correct but changed to the wrong answer OR the answer was changed but no rationale/reference given

Advice:

• See tests as an opportunity to synthesize your knowledge through studying and get constructive feedback on what you know.
• Study as you would for any other test to best reflect your understanding of the material (and you want full credit for as many items as you can).
• Don't assume that because your classmates have a different answer that yours is wrong - consensus (and confidence) do not ensure accuracy. 

Taken from Montepare, J. M. (2005). A self-correcting approach to multiple-choice tests. Observer, 18(10), 35-36, 43-44.

Page revised August 2009