When doing initial assessments of new topics, particularly when asking students to do something by a specific method (solve a quadratic equation by using the 'quadratic formula' instead of completing the square or factoring, for example), I will print the formula on the first couple of quizzes. More importantly, I don't think a 'Why do we have to memorize this when it's given to us on the state exam reference sheet?' argument is one where I want to spend my credibility and conviction currency with my students. I don't see much value in memorizing, say, angle sum or double angle identities in an introductory trig class. If I know that a particular formula or trig identity will be available on the actual state or AP exam, then I will include it on every test and quiz that may involve that formula. I do different things depending on where I am in a lesson and what topic I'm assessing.

If using a cheat sheet, is there any merit to the idea that writing out worked examples helps with retention? If they at least have a formula, they can attempt to apply it. If a student can't remember the formula, they have no chance at applying it. I guess it's just hard when you think about giving a test that requires several different formulas. In addition, I seem to remember a lot of standardized tests that give the formula in the problem.again supporting the idea that application and performance are most important. It seems that in real life, performance matters more than memorization. Two, if you're thinking about real life, if I'm being assessed on the job, I'm going to look up whatever information I need. One, if you're thinking about college, it probably hurts them because not many professors allow that but then again, some do. Which do you prefer? Does it help or hurt students to use a cheat sheet or formula sheet?Īgain, I can see two sides. The other side, giving students nothing, means you are assessing both memorization and application of the formula or skill. But then again, you could ask harder questions, such as application so that the formula is only a small part of what you want students to do. Using a cheat sheet can give students an example to look at it, which means they are possibly just changing numbers and plugging in without any true understanding of the concept. One, if a student uses a formula sheet (especially one used on an state exam or whatever) then it helps them get used to using it and it only gives them a formula. What are your opinions on letting students use cheat sheets (of any form) or a formula sheet on a test?

Trig identities cheat sheet for test