Peter Nonacs is a professor in the Ecology and Evolutionary Biology Department at UCLA. He studies the evolution of social behavior across species. In this blog post, he recounts how one of the tests he gave in his Game Theory class he allowed the students to cheat (collaborate with one another):
So last quarter I had an intriguing thought while preparing my Game Theory lectures. Tests are really just measures of how the Education Game is proceeding. Professors test to measure their success at teaching, and students take tests in order to get a good grade. Might these goals be maximized simultaneously? What if I let the students write their own rules for the test-taking game? Allow them to do everything we would normally call cheating?
A week before the test, I told my class that the Game Theory exam would be insanely hard—far harder than any that had established my rep as a hard prof. But as recompense, for this one time only, students could cheat. They could bring and use anything or anyone they liked, including animal behavior experts. (Richard Dawkins in town? Bring him!) They could surf the Web. They could talk to each other or call friends who’d taken the course before. They could offer me bribes. (I wouldn’t take them, but neither would I report it to the dean.) Only violations of state or federal criminal law such as kidnapping my dog, blackmail, or threats of violence were out of bounds.
Gasps filled the room. The students sputtered. They fretted. This must be a joke. I couldn’t possibly mean it. What, they asked, is the catch?
I like the conclusion:
The best tests will not only find out what students know but also stimulate thinking in novel ways. This is much more than regurgitating memorized facts. The test itself becomes a learning experience—where the very act of taking it leads to a deeper understanding of the subject.