Going over the quiz/final
I go over the quiz's as soon they finish taking them, the students seem to like this. This gives them the chance to ask any questions they might have about the quiz.
Hi Jenny:
The advantage of reviewing a test with the group is that it might allow a student to gain a better understanding of the rationale they need to answer similar questions that will occur on future exams. Also, it might trigger new questions about the subject matter that will help to stimulate a better understanding of the concepts overall.
Regards, Barry
When I have a test/quiz in my class and I see that the majority of the class has really struggled with the quiz as a whole, I sometimes offer the class the opportunity to correct their test for points. For every question that they got wrong they have to correct it and tell me why it should be that answer. They have to turn this in to me the next class session and I re-grade the corrected answers. I give students the opportunity to earn up to half of their points back by doing this. Some do it and some don't, but the ones that do correct it reinforce the material from the class. I don't do this all the time but it cano as a big surprise to the students when they see I know that they struggled and wanted to make sure they learn the material.
Hi Meron:
A couple of ideas. If you are using the Scan-Tron for grading, you can run a summary that will tell how many corrctly answered "#34". Since you know, say five students missed this question, you can say "raise you hand if you missed number 34. Okay, John, tell the class which choice you made and why?". Then you can ask selected class members to give the correct answer and the reason or rationale.
Another variation is to ask selected cass members, "okay, letter "B" on question #13 is incorrect. Susan? Why do you think that selection is incorrect?"
On essay questions, you can ask, "okay, one at a time, give me 5 elements to this questions that explain it's answer. Peter, give me one reason (write that on the board); Chanice, give me another (write that on the board). Repeat until ready to move on.
Sometimes you can ask for three reasons, and 7 students will respond correctly. That okay too. What's, good about these three examples is that weaker students get to hear the correct information repeated, sometimes multiple times, and that's helpful. Repetition is always good.
Even if chosen students don't know the anwser when called on, you can quickly move on to another student without calling too much attention to them.
I hope some of these ideas are helpful.
Regards, Barry
Good idea. At the same time, sometimes, no matter how much I encourage the students to ask the wrong answers they got on the test so they may know what is imprtant for their field, they do not want to ask. I wonder if there is a way to change that? Any ideas?
Hi Kimberly:
Positive reinforce of correct information, alonf with ratiobal discussion for why incorrect answers were not the best choice provides the best way to use testing as an instructional tool.
Most students have immediately preceded test taking with some degree of studying. So, it's logical to review the the test right after the study preparation. Also, if there's a questionable answer, it can be addressed right away.
Regards, Barry
It is a great way for the students to discuss and learn where they went wrong on the test. At our campus they take the test electronically so going over it immediatly helps them to remember what they marked and helps them to learn the correct answers.
Hi David:
Good process to follow. Sometimes, a teacher may have a "bad question". Early review allows identification of any misundrstandings (or errors) and immediately clarifies incorrect thinking about essential and important information.
Regards, Barry
I feel it is best to go over the test as soon as possible while any questions are still fresh in a students mind.
Hi Alicia:
Great. Immediate reqiew has proven to be most successful. It reinforces the good and correct, and provides reasons why other choices were incorect.
Studies have indicated that the first 24 hours after a class is the most crucial as after that, retention of information begins to decay quite rapidly. So it would be important to positively reinforce the correct information soon after testing.
Regards, Barry
I prefer to offer quizzes at the beginning of the class period so that we may go over it immediately upon completion and focus a certain portion of the remaining class time on areas of concern.
Hi Dixie:
So...there are benefits on both approaches to when you give tests and quizes. I agree. You almost have to take each type of quiz, the class situation, and the significance of the assessments into consideration to determine the best practice. What I would say is it's good for the students to know when, as in print in the course syllabus.
Regards, Barry
Hi Mark:
The sooner you get to reviewing you class exercises and tests, the better your students will learn from the experience. Reinforcing the correct information, and dispelling incorrect information will be retained better when rapid review is conducted. So much can be lost in just 24 hours. We need to maximize that critical time period.
Regards, Barry
I try to go over the quizzes/exams no later than the next class session. My school uses an electronic grade book so in theory the student can see the grade as soon as I grade it (usually same night) but my classes are introductory so not all the students have their computers yet. I can see the next session when I go over the exams, the students who tend to be most interested in going over them are the ones that did the best and the ones who don't really care to go over them are the ones that didn't do as well.
I really like that practice for beginning-of-class quizzes that reward punctuality and help to prepare for class discussions.
For major quizzes, however, I like to place those near the end of class (partly to make sure everyone's arrived) so that the ones who know what they're doing may leave when they're finished. (No point in having them sit there, even though they could be reading the next week's assignment, since I may have slowpokes who'll need to run overtime to finish.) One advantage of waiting to go over the test at the next meeting (besides having the test in front of them so they know what they missed) is that the absentees may also be present for the review.
Hi Earl:
The closer to test taking to the review of the material will help clarify misunderstandings, and assist reinforcing the correct information.
Regards, Barry
i agree with this it also gives you time to interact with students and clear up any sections that the test covered and help them understand the rest of the course.
Hi Donna:
I know when I have taken quizzes, I always wanted to know immediately how I did, how about you? Students are probably no different. I think the more frequent we can provide feedback, and couple that with encouagement or the offer of assistance, students will appreciate it, and do better by doing so.
Regards, Barry
This is a good idea. They can ask questions they have about the quiz while it is fresh in their head.
Hi Laura:
Good. The sooner students get corrective feedback about their assessment performance, the sooner they can make needed adjustments in their study habits or areas that need more attention.
Regards, Barry
