Practice Makes Perfect: Revision strategies to improve student performance in external examinations

PRACTICE MAKES

PERFECT: Revision strategies to improve student performance in external examinations

Christopher Dunn

Head of Faculty – Science and Technology

With the introduction of the new Queensland Curriculum and Assessment Authority (QCAA) Senior Syllabuses in 2019, a raft of structural changes to the education system has followed. Of particular significance is the re-introduction of subject-specific external examinations. Consequently, educators have justifiably focused on practices that best prepare students for external examination success. In an effort to contribute constructively to the evolving pedagogical discourse in Queensland, this article will draw on literature pertaining to effective revision techniques to employ in an external examination system.

Note-taking and Consolidation

While the standardised nature of an external exam-based curriculum provides both teachers and students with greater purview of course content, it is often the breadth of content that can prove problematic (Geelan et al. 2004). Indeed, it is one of the key reasons why so many studies endorse the use of explicit learning intentions for every lesson in an external exam curriculum (Rind & Mari 2019; DarlingHammond & Wentworth 2010; Department of Education and Training 2017). Ayres et al. (2004) asserts, however, that the consolidation of content under each learning intention must be a ‘note-making’ exercise rather than ‘note-taking’, in order to maximise a student’s retention and application of knowledge in an examination situation. Note-making is a form of active learning whereby students must take ownership of their academic progress by interpreting, synthesising and consolidating content in order to achieve meaningful comprehension of the subject matter (Dukhan 2018). Cottrell (2012) does, however, recognise that the teacher is still required to play a key role in overseeing the scope and scale of the notes produced. Within a standardised curriculum, teachers must remain vigilant about how much or, indeed, how little, is required to achieve the outcomes prescribed. SUNATA 19

SUNATA 20

When learning processes and complex concepts, students who use annotated diagrams and concept maps in their notes have demonstrated stronger metacognitive understanding than students relying on conventional written notes, particularly in the science and social science disciplines (Stencel 2001). Moreover, students who categorise notes under clear unit or learning intention headings demonstrate cognitive structuring – the ability to create a framework for content being learnt – which is linked to stronger retention of complex concepts, particularly under examination conditions (Mirabelli 2009).

Practice Exams and Questions

Another strategy highlighted in the literature is the importance of integrating practice questions throughout a student’s revision process. Leinhardt et al. (2007) argues that this process must begin at the knowledge acquisition stage when students are learning the content, by incorporating ‘exam-style’ questions in lessons or as homework tasks. This approach not only exposes students to the genre of exam questions early in the learning journey, it also informs their note-taking, which can be adjusted to help them answer similar questions with sufficient detail in the future (Dunlosky et al. 2013). Zakharov et al. (2014), who refers to this phenomenon as ‘test-specific homework’, found that it positively affected student performances in high-stakes external examinations. As a practitioner, it is, however, critical to consider when to use whole practice exams (Cottrell 2012). While a review by Dunlosky et al. (2013) found that regular practice testing improved student performance, Zakharov et al. (2014) contends that practice tests may have a diminished, even neutral, impact on students who lack a strong knowledge base. Thus, it could be argued that while it may be helpful to scatter singular practice questions throughout the course, it is preferable to administer whole practice exams once units of study have been completed.

Recommendations

1. Note-taking must be student-led and incorporate the philosophy of ‘active learning’. 2. Student ‘note-making’ is aided by the use of annotated diagrams and schematics for complex concepts. 3. It is effective to intersperse individual practice exam questions throughout the ‘knowledge acquisition’ stage of learning. 4. Whole practice exams are more likely to improve students’ final examination performance when used following the conclusion of course content delivery.

References

Ayres, P, Sawyer, W & Sinham, S 2004, ‘Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales, Australia’, British Educational Research Journal, vol. 30, no. 1, pp. 141-165. Cottrell, S 2012, The Exam Skills Handbook: Achieving Peak Performance, 2 ed., Palgrave MacMillan, New York. Darling-Hammond, L & Wentworth, L 2010, Benchmarking learning systems: Student performance assessment in international context, Stanford University, Stanford Center for Opportunity Policy in Education, Stanford, CA. Department of Education and Training 2017, High Impact Teaching Strategies - Excellence in teaching and learning, viewed 4 October 2019, https://www.education.vic.gov.au/Documents/school/teachers/ support/highimpactteachstrat.docx Dukhan, S 2018, ‘Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University’, African Journal of Research in Mathematics, Science and Technology Education, vol. 22, no. 3, pp. 265-275. Dunlosky, J et al. 2013, ‘Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology’, Psychological Science in the Public Interest, vol. 14, no. 1, pp. 4-58. Geelan, DR, Wildy, H, Louden, W & Wallace, J 2004, ‘Teaching for understanding and/or teaching for the examination in high school physics’, International Journal of Science Education, vol. 26, no. 4, pp. 447-462. Leinhardt, G, Cuadros, J & Yaron, D 2007, ‘One Firm Spot: The Role of Homework as Lever in Acquiring Conceptual and Performance Competence in College Chemistry’, Journal of Chemical Education, vol. 84, no. 6, p. 1047. Mirabelli, T 2009, ‘Pedagogy, peer tutoring and the at risk student’, Widening Participation and Lifelong Learning, vol. 11, no. 3, pp. 13-19. Rind, IA & Mari, MA 2019, ‘Analysing the impact of external examination on teaching and learning of English at the secondary level education’ Cogent Education, vol. 6, no. 1, pp. 1-14. Stencel, JE 2001, ‘Note-taking techniques in the science classroom’, Journal of College Science Teaching, vol. 30, no. 6, pp. 403-405. Zakharov, A, Carnoy, M & Loyalka, P 2014, ‘Which teaching practices improve student performance on high-stakes exams? Evidence from Russia’, International Journal of Educational Development, vol. 36, pp. 13-21.