Exams as an 'in extremis' learning tool
| Autor: | Saperas Plana, Núria |
|---|---|
| Přispěvatelé: | Universitat Politècnica de Catalunya. Departament d'Enginyeria Química, Universitat Politècnica de Catalunya. MACROM - Cristal·lografia, Estructura i Funció de Macromolècules Biològiques |
| Jazyk: | Spanish; Castilian |
| Rok vydání: | 2021 |
| Předmět: | |
| Zdroj: | UPCommons. Portal del coneixement obert de la UPC Universitat Politècnica de Catalunya (UPC) |
| Popis: | The so-called testing effect has been known for a long time: we retain knowledge better if after initial learning we carry out an exam on this material than with its mere re-study or the elaboration of concept maps (Karpicke & Blunt, 2011; Salmerón , 2011; Bae et al., 2019). The benefits increase if the teacher subsequently discusses the answers with the students (Butler & Roediger, 2008; Álvarez, 2012). How- ever, there are situations where it is no longer possible to give effective feedback. The objective of this communication is to propose a new use of the exam that allows us not to miss that last opportunity that the exam offers us to achieve significant learning, even if it is “in extremis” (that is, even if it is the last academic act of the student). For this, a good design of the exam questions is important. The basis to achieve this is to design the exam questions in a way that allows the student to become aware of his errors, confront him with a situation that makes him react and “see the light” that allows him to finally understand. The communication illustrates this idea with a concrete example. |
| Databáze: | OpenAIRE |
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