A Final Lesson

As you prepare your students' finals, consider how you can design the last exam, essay, or project as a learning opportunity as well as an occasion for determining grades.

Final assignments are not only the end of our work with this group of students but also the bridge that connects the learning you have worked so hard to facilitate to their future experiences. Effective teachers do not leave such an important moment to chance; nor do they allow it to become overshadowed by the grading game. This tip offers suggestions to help you maintain the learning momentum up to the final contacts with your students.

Higher Order Exams

Exams do not have to be tests of student memory ability. By asking questions that challenge students to use higher order thinking skills, you encourage students to connect course information to thoughtful problem-solving.

Evaluation Evaluations. Bloom's classic description of cognitive skills places synthesis and evaluation at the top of a thinking hierarchy that also includes analysis, application, and comprehension. Exam questions can be written to measure each of these thinking levels. The CIRT can provide an essay with a brief overview of these categories.

Test Samples. When writing higher-order thinking exams, prepare some sample questions along with a brief explanation of the thinking skills used to solve each kind of problem. Ask the CIRT for a copy of Barbara Cameron's brief essay with some samples.

Multiple Choice Items. For a good guide on how to write good multiple choice questions, ask the CIRT for our essay by Clegg and Cashin. Many of the hints will help you write questions for other kinds of tests.

Student Input. To get ideas for making up relevant questions, ask students to write suggested questions. This creates a good review session. You can use the above strategies to turn these into effective higher order thinking tasks. The CIRT can provide a one-page outline for generating student-made questions.

Writing Time. It takes time to write good test questions. Start drafting and editing questions now. Review them to make sure they test what you want to test.

Preparing Essay Tests

Essay exams can be effective ways to get students to respond to higher-order thinking challenges.

Clear Directions. Make sure each question gives a clear description of what students are expected to answer. Should students apply knowledge, analyze situations, synthesize various points, or evaluate points of view? Control their answers by writing careful questions.

Answer Samples. Give students a chance to review prior questions and answers so that they can become familiar with the best strategy to use in writing responses. Provide examples of good, mediocre, and unacceptable answers (taken from previous semester results).

Timing. It is important to give adequate writing time for in-class essay exams. Plan about 20 minutes per question. Give students some guidance for how they should allocate their time.

For a good, short essay on writing and grading essay tests, ask the CIRT for the chapter by Barbara Davis or William Cashin's short article "Improving Essay Tests."

Preparing Students

Getting students ready to do well on their final assignment is as important as preparing the material. The secretive, time-bound rituals of exams have come to take on as much significance as their main purpose: to teach and assess student knowledge. To be sure we get an accurate understanding of students' knowledge, it is important to reduce the effects of unnecessary stressors. You do not have to worry about coaching students when tests have higher order thinking questions.

Connect. Explain how the final assignment is connected to the course objectives. Linking the exam to the lessons may provide a good organizer.

Review. Offer some kind of review help. Set up study groups, schedule review sessions, or hold extra office hours.

Advise. Offer students advice on how to prepare and how to complete your assignment.

Ask. Ask students how you can help them. You may be able to resolve concerns easily.

Final Comments

Make your last contact with students a memorable one. Build thoughtful experiences and help students bring their lessons together into a valuable final lesson.

This Teaching Tip was first published by Indiana State University’s, Center for Teaching and Learning on April 19, 1999.