Guide 2 Passing

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Be more explicit about your expectations than you may think is necessary. Otherwise, students may make assumptions that run them into trouble.

For example, they may assume – perhaps based on experiences in another course – that an in-class exam is open book or that they can collaborate with classmates Guide 2 Passing on a take-home exam, which you may not allow. Preferably, you should articulate these expectations to students before they take the exam as well as in the exam instructions. You also might want to explain in your instructions how fully you want students to answer questions (for example, to specify if you want answers to be written in paragraphs or bullet points or if you want students to show all steps in problem-solving.) Write instructions that preview the exam. Students’ test-taking skills may not be very effective, leading them to use their time poorly during an exam. Instructions can prepare students for what they are about to be asked by previewing the format of the exam, including question type and point value (e.g., there will be 10 multiple-choice questions, each worth two points, and two essay questions, each worth  Exam Dumps 15 points). This helps students use their time more effectively during the exam. Word questions clearly and simply.

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