An Analysis of the Effect of Student Prepared Notecards on Exam Performance

Allowing the use of student-prepared notecards has been suggested as a way to increase student performance, with the literature showing mixed results. By allowing students to utilize a notecard on some, but not all, tests in principles of macroeconomics, we examine the effect notecards have on student performance. Our analysis utilizes a novel method of controlling for student aptitude and instructor biases in each sample. The results show improvements in performance both as a whole and by level of question based on Bloom's taxonomy and question difficulty levels. In addition, we find notecard usage by students leads them to become more optimistic and realistic about their test performance, as well as leading students to study more efficiently.