Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation
This paper outlines a method for student-directed creation of exam review guides. No answers or lists of required information are provided to students. Students must reflect on the purpose of the course and the relationships between the different content units in order to collaboratively compose a s...
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| Format: | Article |
| Language: | English |
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Indiana University Office of Scholarly Publishing
2019-01-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
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| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23931 |
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doaj-098f08913eaf456b86dba64fbaea239f2020-11-24T21:12:02ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162019-01-0119310.14434/josotl.v19i2.23931Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student PreparationRyan Long0Thomas Jefferson UniversityThis paper outlines a method for student-directed creation of exam review guides. No answers or lists of required information are provided to students. Students must reflect on the purpose of the course and the relationships between the different content units in order to collaboratively compose a study guide. The professor then critiques the guide, providing the students with an assessment of their collective level of preparation for the exam.https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23931exam reviewscollaborationpeer critiquestudy guides |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Ryan Long |
| spellingShingle |
Ryan Long Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation Journal of the Scholarship of Teaching and Learning exam reviews collaboration peer critique study guides |
| author_facet |
Ryan Long |
| author_sort |
Ryan Long |
| title |
Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation |
| title_short |
Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation |
| title_full |
Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation |
| title_fullStr |
Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation |
| title_full_unstemmed |
Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation |
| title_sort |
student-directed exam reviews, real-time collaborative composition, and assessment of student preparation |
| publisher |
Indiana University Office of Scholarly Publishing |
| series |
Journal of the Scholarship of Teaching and Learning |
| issn |
1527-9316 |
| publishDate |
2019-01-01 |
| description |
This paper outlines a method for student-directed creation of exam review guides. No answers or lists of required information are provided to students. Students must reflect on the purpose of the course and the relationships between the different content units in order to collaboratively compose a study guide. The professor then critiques the guide, providing the students with an assessment of their collective level of preparation for the exam. |
| topic |
exam reviews collaboration peer critique study guides |
| url |
https://scholarworks.iu.edu/journals/index.php/josotl/article/view/23931 |
| work_keys_str_mv |
AT ryanlong studentdirectedexamreviewsrealtimecollaborativecompositionandassessmentofstudentpreparation |
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