Abstract
This study was designed to help faculty make decisions about when to administer an exam in relation to an in-semester break. Students in multiple sections of an undergraduate educational psychology class were assigned to take an exam either before or after a scheduled 5-day break (Thursday–Monday). A multiple regression analysis revealed the break condition (exam taken before, exam taken after) offered no significant or unique contribution to the prediction of scores on the exam over and above the scores students obtained on other exams of the course. It is concluded that in-semester breaks do not impact exam performance and that faculty may choose to hold exams either before or after such breaks without concern for affecting student grades.
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