Abstract
Students enrolled in three different horticulture courses were given traditional, in-class exams. After the in-class exams were completed, students were given another copy of the same exam to complete as a take-home test. Their final overall score was weighted as 65% for the in-class exam, and 35% for the take-home. During the process of completing the take-home portion, students identified incorrect responses written on the in-class exam. The self-identified errors helped the students remember correct information on subsequent final exams. Students participating in the second-chance procedure scored over 5% higher on comprehensive final exams. The procedure has many variations, including written- defenses of selected responses, but it requires the allocation of additional time by the instructor.
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