Students reflect on the exam
Why?
Students think critically about their experience on the exam.
Students gain a better understanding of their learning.
Professors obtain useful feedback from students.
Examples
Prompts can include:
“On a 1-5 scale, rate each section/question on how clear it was.”[1]
“What study techniques did you use? How much effort did you put into studying? Based on this exam, what techniques do you plan to use to prepare for the next one”?[2]
“Predict your score and justify your prediction.”[3]
“Evaluate the difficulty of the exam/section/question.”[1] (Provide a scale.)
Suggestions for implementation[1]
Include a debrief questionnaire on the last page of the exam.
Distribute a debrief questionnaire when corrected exams are returned.
Allow class time to fill out a debrief questionnaire.
References
[1]1 2 3 Awaisu, A., Norny, S.A. R., Mohamad, M., Stiti, B., & Nor, N. (2010). Malaysian pharmacy students’ assessment of an objective structural clinical examination (OSCE). American Journal of Pharmaceutical Education, 74(2), 1-9.
[2]Weimer, M. (2008). Teaching strategies: Frequent exams = better results for students. Faculty Focus.
[3]Weimer, M. (2010). Helping students see correlation between effort and performance. Faculty Focus.
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