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Testing strategies centered around open-ended assessments are generally thought to result in deeper learning compared with close-ended questioning. However, the time requirements involved in grading open-ended assessments on exams often limit the feasibility of using such assessments. This article presents an index card questioning strategy designed to mitigate the grading workload associated with using open-ended assessments as a centerpiece of larger courses. This strategy additionally encourages collaborative learning, provides data on class progress, assists in identifying student misconceptions, and helps to align student and instructor expectations.