On the Use of an Available Prior Examination Policy.

Abstract This article reports the findings of a field experiment examining the effectiveness of an available prior examination policy (APEP) in cost accounting classes. Under this approach, prior examinations with solutions are readily available and students are encouraged to take these sample tests under simulated examination conditions. Such an open policy is hypothesized to lead to a clearer indication of course expectations, a sense of honesty in the grading system, tower test anxiety, greater overall student satisfaction, and, ultimately, increased learning. A control group faced a restrictive prior examination environment. The results revealed that APEP students showed a higher level of satisfaction, believed they learned more, and demonstrated greater interest in the topic than the control group. Instructor teaching evaluations were also significantly higher. However, there was not a significant difference in the apparent knowledge gained during the course as measured by a random set of questions taken from CPA examinations. This latter finding is tempered by the extreme difficulty of accurately measuring the elusive variable of knowledge. Promising avenues for future research appear to involve extending this study in examining the value of the APEP approach in other accounting courses.