Abstract
Use of the open-book examination in introductory geology courses has proved a useful technique because it tends to force students to rely on their reasoning ability rather than on their memory. It results in a marked reduction in classroom cheating. It provides, when used with individual conferences, a satisfactory means for evaluating student progress. When used with essay answers, it provides the student with an opportunity to pursue a variety of logical paths to the correct conclusion. Disadvantages center around the mechanics of preparing and grading such examinations and around student resistance to any new or unfamiliar approach. In addition, an instructor adopting this type of examination must be prepared to devote considerably more time than is customary to individual student conferences.
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