Final Exam Review
In one of my classes, I have each student create their own final exam (with answers)derived from the key objectives from each chapter covered. This is a great way for them to reflect on and review what they have learned. I create the final exam using random questions from all the students mock tests.
I think your idea is fantastic. My students tend to want to argue about the correct answer, they over-think the question. I might try your idea and see what happens.
Hi Timothy, Thanks for your post to the forum. I like that idea as it is an active approach to assessment on the part of students.Best wishes for continued success in your teaching career. Susan
Susan Polick
I have tried something similar and had some success. I had my students come up to the white board and pose questions from their curriculum and try to stump their fellow class-mates
I think getting students involved to a point that they debating answers is great.
Having a overview of what is going to be on the final exam helps the students with the fear of not knowing and possibly failing the exam!
Hi Schnikka, Thanks for your post to the forum. I totally agree with you. Assessments should not be a " I'll find what you don't know!!!" but rather a cooperative effort between students and faculty to find what they DO know! Best wishes for continued success in your teaching career, Susan
Susan Polick
I like to give a final exam review where we have an open discussion and I have each student ask one question. We discuss the question and topic and I have found the students answer their own questions.
Hi Branden, Is that a review of the exam after it has been taken? Thanks! Susan
Susan Polick
Final examination overview is very helpful to students. The review will eliminate some of anxiety from the students; less anxiety means less stress, therefore students can obtain high score.
I do the same thing in a class I teach about Dental Specialties. They must take notes on the 11 speakers who come in and then they must generate two test questions from their notes to be used in the final exam. I find that this motivates them to listen and engage with the speaker much better. It gives them a goal and a way to reach that goal. I, like you, randomly pick the best of the questions turned in and put them on the test.
Hi Ann , Thanks for your post to the forum. I love your idea of having student generate questions from the guest speakers! Best wishes for continued success in your teaching career. Susan
Susan Polick
I have not tried anything like this. It seems very bold but I have always been taught that risk taking is important.
It also relieves some anxiety from those who study and guides those who have not as what is expected.
Hi Lee, Thanks for your post to the forum. Yes, the review sessio can really be helpful! Best wishes for continued success in your teaching career.
Susan Polick
Our class is the electrical portion of an AC school. Many students think this is a waste (another type of problem) their only wish is to do the hands-on work. A number have no interest in the auditory or written portion of the class. The auditory and written deal with written codes and rules of physics (wire improperly and fire and injuries or fatalities will result).
For final exam review I use as the entire written, auditory and visual throughout the class and continually remind the students of the possibility of mid-term and final exam consequences of sluffing off the material. Review day I go various proceedures to do the work trying to stay away from direct questions and answers. Some test questions that were not heavily covered I do get close to the exact question. I have recieved good comments on this type of review from students that had problems picking up-on the material. I have recieved bad critiques, by class members that did not care,
that my review did not give the exact questions and answers for everything that was on th test.
Hi Jim, Thanks for your post to the forum. Do you make sure that in written and verbal form that your students know from the first day of class that their grades will also be based on written codes and physics?
Susan Polick
From the begining of class during the sylabus
it is continually mentioned that the the written and auditory material is aimed at the mid-term and final. Not exact questions but they will be able to do calculations and if they are able to find oral questions, homeworks and quiz material they will be able to do the test questions. More than once , partcularly with a new test or material was changed but the test was not, I have given the question and answer or written it on the white board snd some students miss the question.
I agree that having a review before any exam is beneficial. I particularly agree after having just finished my BA, and heading into an MBA program.
However, I find the vast majority of my exam questions are on the "study guide". (These are standard curriculum stock questions and study guides). Unfortunately, I find my students memorizing the study guide, and not really knowing the material. I am now in the process of changing some of the questions to be worded differently, in order to check for true understanding/comprehension.
Any suggestions for someone whose students are spoiled by study guides that are too much like the exams??
Hi Shannie, Since it is probably not possible to change the exams, can you revise the study guides?
Susan Polick
