Reflection After Exam #1
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Higher order thinking skills goals for this activity
Other skills goals for this activity
Description of the activity/assignment
Metacognitive components of the activityStudents reflect about what worked and what did not work for them when they took an exam. They are forced to think about changes they can make to improve performance.
Metacognitive goals for this activity:To help students improve their exam preparation skills.
Assessing students' metacognitionI have student feedback that confirms that the vast majority think this exercise was very beneficial.
Determining whether students have met the goals
Download teaching materials and tips
- Activity Description/Assignment (Microsoft Word 106kB Oct29 08)
- To help students prepare for an exam, consider taking the VARK (more info) survey. VARK stands for Visual, Aural, Read/Write, and Kinesthetic learning. This survey instrument is used to help students (and faculty) determine their own preference of learning style.
Use the on-line VARK Questionnaire to determine students' learning style preferences. This is a set of 16 on-line multiple choice questions that only take a few minutes to answer. The results of the survey, with an indication of the learning style preferences, are immeditely provided on-line.
Then use the VARK Helpsheets to develop strategies to prepare for and take exams according to these different learning styles. The end results: SWOT (Study With Out Tears!).
Thanks to Alan Boyle, University of Liverpool, for introducing this approach to the 2003 On the Cutting Edge "Teaching Petrology" workshop!