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n Personality 261
Chapter 15: Psychological Disorders 289
Chapter 16: Therapies for Personal Change 315
Chapter 17: Social Processes and Relationships 335
Chapter 18: Social Psychology, Society, and Culture 357
SUPPLEMENTAL MATERIAL
Experiments and Demonstrations (By Philip Zimbardo)
OPEN-BOOK TESTING
By Kay Burke, Ph.D.
WHY IT MAKES SENSE
Educators who allow students to take open-book tests are not teaching for the test; they
are teaching for understanding. Most students agree that open-book tests are more
challenging than traditional objective tests because they require high-order thinking
skills rather than recall skills.
The greatest benefit from open-book testing may be that it encourages the type of
thinking that will benefit students in the real world.
. Open-book tests focus on students learning important concepts rather than
memorizing facts.
. They encourage students to utilize the lifelong learning skill of “accessing
information” rather than memorizing data. In most jobs, people do not have to
memorize formulas or discrete bits of data; they have to know how to find the
important information they need in order to solve problems and complete projects.
. Open-book tests encourage students to highlight the text and organize their notes so
they can find the information they need.
. Open-book tests encourage students to apply the information they have learned and
transfer it to new situations, rather than just repeat the facts.
SOURCES:
Burke, K. B. The Mindful School: How to Assess Authentic Learning. Arlington Heights, IL.
Skylight Professional Development
Stiggins, R. J. (1985, October). Improving Assessment where it Means the Most: In the
Classroom. Educational Leadership, pp. 69-74.
Wiggins, G. (1989, April). Creating tests worth taking. Educational Leadership, pp. 121-127
Wiggins, G. and McTighe, J. (1989). Understanding by
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