Two studies measured the impact on student exam performance and exam completion time of strategies aimed to reduce the amount of paper used for printing multiple-choice course exams. Study 1 compared single-sided to double-sided printed exams. Study 2 compared a single-column arrangement of multiple-choice answer options to a space (and paper) saving alternative arrangement formatted into two-by-two columns and rows. Findings support the use of these simple paper reduction strategies as they had no effect on exam performance or exam completion time and were partially aligned with students’ self-reported preferences.
Association for the Advancement of Sustainability in Higher Education. (2012). 2011 higher education sustainability review. Denver, CO: Author.
2.
BayazitA.AskarP. (2012). Performance and duration differences between online and paper-pencil tests. Asia Pacific Education Review, 13, 219–226. doi:10.1007/s12564-011-9190-9
3.
ColeE. J.FieselmanL. (2013). A community-based social marketing campaign at Pacific University Oregon: Recycling, paper reduction, and environmentally preferable purchasing. International Journal of Sustainability in Higher Education, 14, 176–195. doi:10.1108/14676371311312888
4.
KogerS. M.ScottB. A. (2007). Psychology and environmental sustainability: A call for integration. Teaching of Psychology, 34, 10–18. doi:10.1207/s15328023top3401_3
5.
LangK. B. (2011). The relationship between academic major and environmentalism among college students: Is it mediated by the effects of gender, political ideology and financial security?Journal of Environmental Education, 42, 203–215.
6.
PettijohnT. F.IISaccoM. F. (2007). Multiple-choice exam question order influences on student performance, completion time, and perceptions. Journal of Instructional Psychology, 34, 142–149.
7.
TalI. R.AkersK. G.HodgeG. K. (2008). Effect of paper color and question order on exam performance. Teaching of Psychology, 35, 26–28. doi:10.1080/00986280701818482
8.
WeberC. J.BizerG. Y. (2006). The effects of immediate forewarning of test difficulty on test performance. Journal of General Psychology, 133, 277–285.
