Kent, it is always a struggle to motivate my students to complete a practice examination. Few will do these under examination conditions away from the classroom, and a some don't even bother turning up to the last few classes. I will admit to stalking outside the examination room with a lingering threat to glare at anybody tho attempts to leave early.
<br><br>It tears my heart out to see them mechanically slog thorough an examination from start to finish, with no planning, wasting too much time on difficult questions or dribble out their knowledge with brief answers. Whilst teaching examination skills is important, this can be as
engaging as relearning to tie your shoelaces or basic breathing. I am a bit feral at this point, jumping on desks, rap dancing, pulling markers from my socks, pulling treats from behind ears and issuing "survivor" certificates. I learned from Keith the value of keeping it fun.
<br><br>Poor English skills and unfamiliar words will often undermine their
understanding and confidence. Words like "Robust" are interpreted as
something to do with Robots. Glossaries dont help, using the words in
context do help. I learned from Donald the value of just reading the newspaper, asking good questions and using the "big" words in context and mandating a Moodle forum reply to stimulate HOT (Higher Order Thinking) replies.
<br>
<br>It helps for me to trim the practice examinations in half so that I can run them over a period. After a flying marking session, I will sit down asap for an equivalent period. Students seem to only be able to learn 3 new things at each session so I find that this helps avoiding overloading their memory. I learned this from my own rotten memory.
<br><br>Not all students have an supportive family network or even a computer at home. One once complained that his battery had run flat. I was gobsmacked to find out that he was living in a old car and reading under a recharged battery. Many have no stories so I spin yarns about those who struggled and won. They are delighted by the "Mr Mark" who hands out the rose and dog breakfast awards for exam questions and sigh relief at the nice people at the VCAA who just want to see them do their best. Much is true, some I synthesise from my own experiences.
<br><br>I avoid playing the numbers game of marks, scores and averages by emphasising that we are really only racing against our personal best. When I visit the doctor, he usually snaps on the rubber gloves and
prods a bit before telling me that I am still healthy enough with room
for improvement. I am average but I think the average has moved (pokes
at expanding stomach)<br><br>There you go Kent, .. probably not quite you were expecting from the blunt end of the spectrum. I'll step off the soapbox and let the others have a turn. My turn to wash up tonight :-)<br>
<br>Regards Roland<br><br><div><span class="gmail_quote">On 25/07/07, <b class="gmail_sendername">Kent Beveridge</b> <<a href="mailto:kbeveridge@stbc.vic.edu.au">kbeveridge@stbc.vic.edu.au</a>> wrote:</span><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
I am just starting to 'drip feed' my students on exam style questions so that when they enter the final exam the format and style is not unfamiliar to them so to stress them less at that point. The challenge as I see it for all of us is fitting in the outcomes together with providing adequate theoretical based preparation to ensure the best possible result for all our charges (well thats my aim anyway!).
</blockquote><div> </div><br><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">I guess that is where some of the newbies among us who view this list may be wondering how the 'old hands' do it. Dont know that I'd call myself an 'old hand' but probably a suggestion would be to set out a plan in a spreadsheet or similar and allocate time to exam qns/theory etc vs outcome prep and outcome doing times. At this time of year we are likely to be starting to gear to the exam so if this could be a start to a new thread, that'd be good too.
<br><br>Kent Beveridge,<br>I.T. co-ordinator<br>St. Brigids Catholic Sec. College<br>Horsham<br>email.. <a href="mailto:kbeveridge@stbc.vic.edu.au">kbeveridge@stbc.vic.edu.au</a><br><br>Wishes and Eggs, one you make and one you break! A bit like promises.....
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<br><br>________________________________<br><br>From: <a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a> on behalf of Adrian Janson<br>Sent: Wed 7/25/2007 3:58 PM<br>To: 'Year 12 IT Applications Teachers' Mailing List'
<br>Subject: RE: [Year 12 IT Apps] Exam preparation<br><br><br><br>Hi Andrew and all,<br><br>Yes VITTA is in the process of producing exams for all VCE units. There<br>will be 4 ITApps exam papers with full solutions and teacher notes available
<br>shortly - stay tuned! (BTW: We are taking some time with this - but we want<br>to make sure that they are spot on!)<br><br>Cheers,<br>Adrian<br><br>Adrian Janson<br>VITTA President<br>Director of ICT<br>Melbourne High School
<br>Forrest Hill, South Yarra<br>p: (03) 9826 0711<br>f: (03) 9826 8767<br>e: <a href="mailto:jansona@mhs.vic.edu.au">jansona@mhs.vic.edu.au</a><br><a href="http://www.mhs.vic.edu.au">www.mhs.vic.edu.au</a><br><br>IMPORTANT - This email and any attachments may be confidential. If received
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<br>individual sender, and not necessarily those of the Department of Education<br>& Training.<br><br><br><br>-----Original Message-----<br>From: <a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au
</a> [mailto:<a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a>]<br>On Behalf Of WEIR Andrew<br>Sent: Wednesday, 25 July 2007 11:34 AM<br>To: Year 12 IT Applications Teachers' Mailing List
<br>Subject: RE: [Year 12 IT Apps] Exam preparation<br><br>Also<br>I know vitta was planning on sample exams do we actually have a release<br>date yet??<br>Andrew<br><br>Andrew Weir<br>VK3HFT<br>Information Technology Coordinator
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<br>From: <a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a><br>[mailto:<a href="mailto:itapps-bounces@edulists.com.au">itapps-bounces@edulists.com.au</a>] On Behalf Of Russell Edwards<br>Sent: Wednesday, 25 July 2007 10:49 AM
<br>To: Year 12 IT Applications Teachers' Mailing List<br>Subject: [Year 12 IT Apps] Exam preparation<br><br>So, I'm looking through the study design so I can make up a checklist of<br>topics, and I come across the following (p 29)
<br><br> "The key knowledge and skills listed for each outcome should be used<br>as a guide to course design and the development of learning activities.<br>The key knowledge and skills do not constitute a checklist and such an
<br>approach is not necessary or desirable for determining the achievement<br>of outcomes."<br><br>I can see why a checklist approach is not desirable, but when the exam<br>is externally set is it really avoidable?<br>
<br>I can't see any other way to ensure that my students aren't stumped by<br>questions on unexpected topics. In fact, I was planning to go further<br>and produce for revision purposes an expanded list that includes the
<br>full definitions of terms, extracted from the glossary.<br><br>I'd be very interested to hear from others on how they approach this<br>issue.<br><br>thanks<br><br>Russell<br><br><br>Important - This email and any attachments may be confidential. If
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<br></blockquote></div><br><br clear="all"><br>-- <br>Roland Gesthuizen - ICT Coordinator - Westall Secondary College<br><a href="http://www.westallsc.vic.edu.au">http://www.westallsc.vic.edu.au</a><br><br>"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has." --Margaret Mead