What do I do?
In no particular order, some of my considerations are as follows:
- Ensure there are no ambiguous instructions or diagrams
- Ensure there are no unnecessary barriers to them getting their knowledge onto the paper, e.g. use as straightforward terminology as possible (especially important for those for whom English is a second language)
- Ensure the layout and instructions are as close to the end of year exams from previous years so they are put at ease when they sit the real exams
- By trying the questions I ensure there are no mistakes, e.g. in numbers supplied/missing, that could knock a student's confidence
- I also adjust the marking schedules as I mark the papers so that they are easy enough for students to interpret when they are revising
- Another marking note: I try to write helpful comments on incorrect answers, e.g. that help students address misconceptions in their thinking
This may seem like nit-picking, and to some extent a resilient and strongly motivated self-learner will not require these small helps. However, most students are not as resilient or motivated enough for it not to matter. Every "small" hindrance adds to a larger accumulated effect. It is more than worth the effort in my opinion, and according to my experience.
It is important to listen to feedback from students on exams/assessments sat, whether formal or informal, so that we can improve how we assess formatively and how we give useful feedback for improving student success.
