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| Text as Resource |
Remember that the rationale for the open-book format was to
use the text book as a resource. How effective were you in using the text
to make judgments about the information you encountered? If you know some
of your weaker areas now then the test was a learning experience, as were
all the earlier tests. |
| A Serendipitous Outcome |
Many may have wished they had access to a peer for
assistance. Something worth remembering! |
| Study Practices |
Those who studied with their groups may have had an
advantage, especially in trying to work through the more difficult
material. If collaborative study worked well early in the course, why not
use it when studying for Test 4? |
| Metacognition |
Did you learn something about your own metacognitive
strategies in the earlier group work and then apply them when studying for
the final exam? |
| The Environmental Vicissitudes |
How do you react to situational differences,
and how does this impact the allocating of grades? To illustrate, (1) some proctors were more
stringent than others in enforcing the time limits, (2) some signaled the
half-way point, some 30 minutes remaining, some 20 minutes left, some 5
minutes left, (and some students found this distracting and
anxiety-producing), (3) some students wrote in the normal classroom and may have
had the advantage of "state dependent learning," (4) some wrote
in the afternoon and may have had the advantage of more cognitive
resources as a result of greater arousal levels, (5) some were disrupted
by cell phones, (6) one person forgot to advance his clock and had only 50
minutes to complete the test, (7) some wrote in a high school and were
exposed to class changes, bells, and muted announcements, (8) some wrote
in the wrong room and were stressed thinking they wrote the wrong exam,
(9) some forgot the last page...
Is it possible to make adjustments to deal with these
vicissitudes, or is this all part of normal measurement error?
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| Some Test Items |
The most difficult questions were answered correctly
by at least 10% of the class. Most questions were answered correctly by
more than 50% of the class. |
| Adjustments |
The test was a difficult test and the marks dropped below
the normal class average in educational psychology. Thus, the marks shifted upward.
Further adjustments made when the final marks were computed. |
| Make-Up |
Some students may wish to try to upgrade their test
marks--if they received a low grade. If you wish to explore this option an
alternate test time may be set. |
| Some Student Comments |
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