Examination Skills and Learning Outcome - Essay Example

Unit: Examination Skills (Unit No: 3) Number of Tasks: 3 Due 28/05/07 Learning Outcome(s Prepare for Examination skills Assessment Criteria addressed: Level 3: Credit value 2 1.1 Produce a comprehensive revision plan covering all relevant subjects. 1.2 Choose topics that reflect interests, perceived difficulty and focus of examination. 2.1 Apply a one of appropriate revision strategies. Revision is important, especially if work has been done incorrectly. Revision also insures that work is perfect and free of mistakes. While there are a number of revision strategies, it is important to have one good one to follow. To see to it that work is the best possible, it is important to follow the revision strategy that is outlined below. The first important part of the revision strategy is to figure out where one went wrong. When the student knows and understands where he or she went wrong, it is then easier to know what exactly he or she will revise. If the student does not know this, then revision will not prove to be effective because the student will not know which direction to go in, as far as what to revise is concerned. If the teacher does not provide notes that are clear enough to understand, it is the student's responsibility to go and ask the teacher for clarification. Most reasonable teachers are happy to provide clarification for the student. Students must ask questions until everything is completely and one hundred percent clear. Once the student knows and understands what needs to be revised, he or she can then proceed to the next step in the process. The second part of the revision process is to go forth with the revision. The student should not rush through the process. He or she must look over the work carefully and take care to revise every mistake that is outlined. . Paying attention to detail is crucial in this step of the process because if the student misses anything, then the revision will prove to be ineffective. The third part of the revision process is to look over the work carefully another time. Just because the actual revising of the work is complete does not mean that the entire revision process is complete. To insure that the work is free of any sort of common mistakes, such as in the areas of grammar, mechanical, or spelling, it is important to run the work through a spellchecker. The spell checker will catch most common mistakes, making the work to be a masterpiece. While spell checkers are wonderful, innovative inventions that allow for the best results, but it will not pick up everything. Because this is the case, it is important for the student to look over the work again, being careful to spot anything that the spell checker may have missed. The student may also may want to have others look over the work to spot anything that the student his/herself did not see. Once this has been done, it is safe to say that the revision is complete. Now that the revision process is complete, it is safe to turn it into the teacher. The work will be of high quality, and the student will be able to look forward to scoring high marks on the assignment, since the student followed this revision strategy closely. The work is free of all errors. As result, the student can feel good about what he or she has accomplished. 3.1 Allocate a proportion of the time available that reflects the proportion of the total marks allocated to each question. When it comes to allocating the correct amount of time to answering questions, it is important to allocate enough time to effectively and efficiently answer each question. Doing this will insure that everything is done in a proper manner, meaning that sufficient time will be provided. This is critical, especially when doing tests or quizzes. When the proper amount of time is allocated to answering questions, everything goes well, and when the proper amount of time is not allocated, a disaster usually ensues. Allocating the proper amount of time to answer questions insures that everything will run smoothly. Properly time allocation insures that students will not spend entirely too long answering each question, as some like to do. Proper time allocation establishes order, as students know that they must work within certain time constraints. Failure to do so will cause them to have substandard marks. When students know that they have only a certain time frame to work in, they will plan carefully and work with the time allotted to them to have good marks. When the proper amount of time is not allocated, a number of problems can occur. For one, students will spend an unnecessary amount of time answering questions. These students will also lose focus and possibly play around, doing things that have nothing to do with the subjects at hand. Not to mention, disorder will be rampant. As a result of all of this, their marks will suffer greatly, and this will be reflected in their work. If students want to obtain the best marks possible when answering questions, proper time allocation is an important factor. Students will make the most out of their academic career, and they will remain focused. They will work within the boundaries set forth for them, and they will not unnecessarily waste time. In turn, students will score the best marks. 4.1 Correctly interpret some of the questions set to enable the production of a full answer. The correct interpretation of questions on exams is very important. Without the correct interpretation of what is being asked, it is impossible for the student to answer the questions correctly. If questions are answered incorrectly, then the student will receive a lower test grade. If the questions are answered correctly, then the student will receive outstanding marks on the exams. It is important to have a detailed strategy for interpreting the questions so as to provide a full answer that is correct. For starters, the student should read the question in its entirety, not rushing through the process. If the student just rushes through reading the question, then there is a chance that the student will miss some of the details, thus will interpret the question the wrong way and will then provide an answer that is not correct. Not to mention, the student will not be able to provide a complete answer. Once the student has read the question all the way through, the student should read it again a second time, just to be sure that he or she is clear of what is being asked. Now that the student has read the question all the way through and is absolutely sure what the question is asking, the student can proceed to the next step. When writing the answer to the question, the student should reference the question as he or she writes. This is especially important to do for questions that may have more than one question within a question that may require more than one answer. An example of such a question is, "Explain why XHTML is a cleaner web developing language than just plain HTML, and what types of documents should be written in XHTML and why." this example question is a three part question, and it is easy to leave out details when answering these types of questions. So, the student will want to reference the question while writing the answer. For added measure and just to make sure no parts of the question go unanswered, the student can break the question down into parts. To demonstrate this, we will look at the example question provided. First, the student will answer why XHTML is a cleaner web developing language than is plain HTML because that is the first part of the question. Once that part of the question is answered, the student will then provide the answer concerning what documents are typically written in XHTML. Finally, the student will answer why this is. If the student follows this model, he or she will not miss any of the details in the question or leave any parts of it unanswered. Students who follow these steps will interpret the question in the best way possible. Students will have carefully analyzed the question to the point that it will be impossible not to have any other interpretation than what the question is asking. As a result, students will be able to provide a full answer, and they will feel all the more confident while doing it. 5.1 Recall sufficient knowledge to answer some of the questions set. Being able to recall the knowledge that one has taken in during studies is crucial to the passing of exams. Without being able to recall proper knowledge, it is impossible for students to successfully and correctly complete exam questions. As a result, students will not be able to pass. A strategy must be set in place to make this possible. There are two crucial steps to recalling information in order to be able to successfully answer questions The first step to being able to recall knowledge to properly answer questions is to keep relaxed. It is already stressful that a student should be in a testing, so the student will need to remain as relaxed as possible. It will not do any good trying to recall knowledge when one is tense. It will actually make it more difficult. Some methods of relaxation include deep breathing, not focusing on being stressed, and just calmly focusing on the test questions and what they are asking. The second step to being able to recall sufficient knowledge to complete the questions that are set forth is to use memory clues. Memory clues will enable the student to effectively recall information. Memory clues serve as a way for the student to jog their memory and recall a sufficient amount of information to effectively answer the questions on the exam. Examples of memory clues can be remembering certain words that may cause the information to come or to use certain colors or objects. If the student puts these two steps into practice, he or she will not have difficulty recalling the information needed to effectively answer the questions. Students will be able to answer the questions in the best possible way. As a result, they will score the highest marks. 5.2 Apply knowledge with understanding to some of the questions set. Applying knowledge is important when it comes to answering questions correctly. When a student can apply knowledge this means that he or she can use this knowledge in real life situations. Taking a test and being able to effectively and efficiently answer questions in the most correct way is an example of the application of knowledge in a real life situation. There are two steps that one can put into place that will help the student apply the knowledge to answer questions. The first step that will enable the student to effectively and efficiently apply knowledge when answering questions is to thoroughly write out the answer. Thoroughly writing out the answer demonstrates that the student knows what he or she is talking about. Because he or she has that understanding, he or she will be able to apply the knowledge and effectively answer the questions set. The second step to applying knowledge is to see to it that all parts of the questions have been answered in the most professional way. Along with that, the student must articulate responses well. In addition to doing these things, the student must add as much detail as possible. If these two steps are followed, there is no doubt that the student will be able to apply that knowledge that he or she has to answer some of the questions set. Not to mention, following these steps will demonstrate his capability to apply knowledge that he or she has learned in real life situations. High test scores will result from this. Level 3: Credit value 3 1.1 Produce a comprehensive revision plan covering all relevant subjects. 1.2 Choose topics to revise that reflect interests, perceived difficulty and focus of examination. 1.3 Arrange revision notes to reflect relationships between topics and concepts within subjects. 2.1 Apply a wide variety of appropriate revision strategies. 3.1 Allocate a proportion of the time available that reflects the proportion of the total marks allocated to each question. 4.1 Correctly interpret the majority of questions set to enable the production of a full answer. 5.1 Recall sufficient knowledge to answer the majority of questions set. 5.2 Apply knowledge with understanding to the majority of questions set. Level 3: Credit value 3 Assignment Author Stan Bliss Verified by Noreen Sarwar Grading criteria together with the assignment details are listed overleaf Assignment Brief Examination skills 1. Produce a comprehensive revision plan / timetable showing your lesson time, free time, and revision time. Produce a comprehensive revision plan covering all of your relevant subjects. Assessment criteria - (1.1) 2. Choose topics to revise that reflect 1 interest and 1 perceived difficulty and focus of examinations. Review discussion and revision notes, to reflect relationships between topics and concepts within the subjects and create a 300 word report. Please note that this work must be in your own words and not copied off the internet Assessment criteria - (1.2. 1.3) 3. Apply a wide variety of appropriate revision strategies (min of 3) and create a report covering the following: How to correctly interpret the majority of questions set to enable the production of a full exam answers (1000 words). Please note that this work must be in your own words and not copied off the internet Assessment criteria - (2.1,3.1, 4.1, 5.1.5.2) Met/ Not Met Checklist Level 2 Met Produce a comprehensive revision plan covering all relevant subjects. Met Choose topics that reflect interests, perceived difficulty and focus of examination. Met Apply a one variety of appropriate revision strategies. Met Allocate a proportion of the time available that reflects the proportion of the total marks allocated to each question. Met Correctly interpret some of the questions set to enable the production of a full answer. Met Recall sufficient knowledge to answer some of the questions set. Apply knowledge with understanding to some of questions set. Grading Criteria Met/ Not Met Checklist Level 3 Not Met Produce a comprehensive revision plan covering all relevant subjects. Not Met Choose topics to revise that reflect interests, perceived difficulty and focus of examination. Arrange revision notes to reflect relationships between topics and concepts within subjects. Not Met Apply a wide variety of appropriate revision strategies. Met Allocate a proportion of the time available that reflects the proportion of the total marks allocated to each question. Not Met Correctly interpret the majority of questions set to enable the production of a full answer. Not Met Recall sufficient knowledge to answer the majority of questions set. Apply knowledge with understanding to the majority of questions set. Assessment/Marking Schedule Department: Technology Course Code: J061C3F/061A Student Name: Alexio Chandiwana Course Title: Access to HE Diploma (Computing) Unit: Unit 3 Assignment Title: Examination Skills Assignment Number: 1 Issue Date: 10/04/07 Hand-in Date: 28/05/07 Re-submission Deadline: I declare that this is my own work Student signature: Student Number: Feedback and further comments addressing strengths and areas of further development. You have achieved a level 2 for this area of work. You have not submitted sufficient evidence for level 3 as you did not cover the interest and 1 perceived difficulty fully to meet the grading criteria. Also the evidence for the report in task 3 could have more detailed. Task 1 Result NS Level 2 YES Referral NO Assessing Lecturer: S E Bliss Verifiers Name: Signature: Signature: Read More