The prospective teachers' exam scores were obtained from their responses. The cheat sheet evaluation rubric designed by the researcher was used to evaluate the cheat sheets prepared by the prospective teachers. Data regarding state test anxiety levels of the prospective teachers were gathered just before the exam via State Test Anxiety Scale. The study group consisted of 24 prospective teachers. Thus, the study was conducted as a convergent parallel mixed-method research in which both quantitative and qualitative methods were used simultaneously. The research analyzed state test anxiety levels of prospective teachers, the correlation between their cheat sheet evaluation scores and exam scores, and opinions of prospective teachers about the cheat sheet. The aim of the study is to investigate the use of cheat sheets in teacher education. Certain features of cheat-sheets were found to be related to superior performance, which may relate to student understanding. This study reveals that students who create and use cheat-sheets performed better, on average, in an introductory programming examination. There has been little evidence showing that cheat-sheets can have an impact, and what exists is contradictory. This form of examination has the potential to offer many of the benefits of an open-book examination while overcoming some of its failings. An emerging alternative allows students to bring a 'cheat-sheet' of hand-written notes. But open-book examinations can also have disadvantages such as reduced preparation and the need for time during examinations to look up facts. Open-book examinations can have benefits, such as reduced anxiety, de-emphasis of memorisation and reduced cheating. Examinations have traditionally been classified as "open-book" or "closed-book" in relation to the freedom for students to bring resources into examinations.
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