Dear Phil
We use assessment criteria for examinations in the School of Planning and
Housing at UCE. I attach a module document used on a part time course
where I am course director. We also do provide exam techniques sessions for
students, within a learning skills module and I attach the powerpoint
presentation used for this. I usually do some exercises to help in
preparation - we don't do mock exams. For example, I get students to take
example questions and go off to the library to find out what they can and
then prepare short outlines of what might go into the answer - helping
students to consider the focus of an answer and how it might be structured.
I have another handout which is adapted from a handout I once had, which I
need to scan into my computer - it has key words (define, critically
evaluate, compare and contrast, etc) and what they mean, so students can
interpret what is being looked for in a question. I will do that and then
email it to you.
I hope this might be helpful to you.
Anne
Anne Hill
Birmingham School of Planning and Housing
Faculty of the Built Environment
University of Central England
<<H700.doc>> <<Exam Techniques.ppt>>
> -----Original Message-----
> From: Davies P (Comp) [SMTP:[log in to unmask]]
> Sent: 14 March 2002 10:48
> To: [log in to unmask]
> Subject: Re: examination feedback
>
> Hi
>
> The thought of providing "detailed" individual written or oral examination
> feedback is frightening
>
> Yes, feedback is obviously important in any assessment exercise. However,
> wouldn't it be better if a student had an idea on leaving an examination
> of
> what their expected grade would be?
> This can only be achieved by students understanding EXACTLY what they are
> being assessed upon in the examination. It is often not only content but
> style, presentation and essay writing skills.
>
> Out of interest does anyone actually "teach" examination technique within
> their undergraduate programme of study?
>
> With the increased use of CAA and other forms of summative assessment,
> particularly at the early stages of a programme of study, where do the
> students learn how to write essay type answers, especially in technical
> subjects?
>
> Phil Davies
> School of Computing
> University of Glamorgan
>
>
>
> -----Original Message-----
> From: Ann Barlow [mailto:[log in to unmask]]
> Sent: Thursday, March 14, 2002 9:47 AM
> To: [log in to unmask]
> Subject: Re: examination feedback
>
>
> Hi,
> As study skills advisers we see a large number of students who
> would like to improve their exam technique - some because they've
> failed, others because they are anxious about their perfomance.
> Most of them will not have had any specific feedback on their
> performance. Very few of them will have had general feedback
> because exams happen at the end of a taught course. By the time
> they've been marked the students are no longer seeing those
> course tutors. Requests for feedback are not generally responded
> to positively.
> It is much easier for us to give constuctive advice when the student
> has had some feedback so this is an area which we are looking
> into at the moment and flagging up with tutors. We would very
> much like to see mechanisms in place for students to have
> feedback from exams - our current structure makes it difficult so
> it's useful for me to hear about places that have a policy on this.
> Thanks Andy for raising the issue.
>
> Ann
>
>
>
> Ann Barlow,
> Learning Support Co-ordinator,
> Student Services,
> the Manchester Metropolitan University,
> All Saints,
> MANCHESTER M15 6BH
>
> Tel: 0161 247 3492
> fax: 0161 247 6852
> e-mail: [log in to unmask]
> www.mmu.ac.uk/lsu
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