A week before the test, I told my class that the Game Theory exam would be insanely hard—far harder than any that had established my rep as a hard prof. But as recompense, for this one time only, students could cheat. They could bring and use anything or anyone they liked, including animal behavior experts. (Richard Dawkins in town? Bring him!) They could surf the Web. They could talk to each other or call friends who’d taken the course before. They could offer me bribes. (I wouldn’t take them, but neither would I report it to the Dean.) Only violations of state or federal criminal law such as kidnapping my dog, blackmail, or threats of violence were out of bounds.
In the end, the students learned what social insects like ants and termites have known for hundreds of millions of years. To win at some games, cooperation is better than competition. Unity that arises through a diversity of opinion is stronger than any solitary competitor.
The best tests will not only find out what students know but also stimulate thinking in novel ways. This is much more than regurgitating memorized facts. The test itself becomes a learning experience – where the very act of taking it leads to a deeper understanding of the subject.
Source: Cheating to Learn: How a UCLA professor gamed a game theory midterm – For The Curious