Book contents
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
26 - Helping students perform well in exams
Published online by Cambridge University Press: 22 September 2021
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
Summary
Assessment is … the bridge between teaching and learning.
Dylan WilliamThe short version
1 Exams should be seen as a core part of the whole educational process, not as one-off events.
2 Before exams, prepare students for what to expect, check equipment, and identify what happens to the other students.
3 During exams, ensure the physical conditions are optimized, that students are as physically prepared as possible, and that invigilators know what to do.
4 After exams, give as much feedback to students as possible, and ensure that there is systemic support for processes.
5 Create a system where students (and staff) use learning portfolios.
Introduction
1 What is your students’ attitude towards exams?
2 How do you think your students’ performance in exams could be improved?
3 What would be the obstacles to making these changes?
Exams are a continuous process
It's important that institutions see exams as a core part of the whole educational process. They should not be viewed as one-off events, but as part of a much bigger picture. This chapter thinks about exams from three different perspectives: how you can prepare students before exams, what you can do during exams to make the experience better, and what you can do afterwards.
Before exams
Familiarizing students with exam tasks
Students need to know what to expect in an exam, especially if it is high stakes. Knowing the type and style of tasks can help reduce anxiety and stress. If possible, share previous exam papers or tasks with the students. Another good technique is to get them to predict the kind of questions which might come. Engaging with the tasks in this critical way can result in students performing better.
Planning for the other students
During exam periods (especially for formal summative exams), it is common for the whole institution to be closed except for those doing the exams. Whilst the underlying reason for this makes sense (i.e. to minimize disruptions), the majority of students miss out on learning during this time. In situations where educational opportunities are very limited, the available time for learning has to be maximized.
- Type
- Chapter
- Information
- Teaching in Challenging Circumstances , pp. 158 - 162Publisher: Cambridge University PressPrint publication year: 2021