Publication Date

2020

Abstract

Test-review strategies can help students learn material before an exam, but do students learn from their errors after the tests are returned to them? Grounded in metacognitive principles of reflective practice, a post-exam review enables students to analyze the reasons why they performed as they did on an exam as part of an effort to regular their own path of self-directed learning for future improvement (Owens, 2019). This article, building on prior research about improving test review and recall, shares information from two courses on using a test autopsy as a self-regulated learning approach to prepare students better for tests and direct them toward their own learning.

Author Biography

Dr. Melony Shemberger is associate professor of journalism and mass communication at Murray State University. She is faculty regent on the university’s Board of Regents.

Shemberger was a 2019 Bluegrass Academic Leadership Academy Fellow, a 2017 Scripps Howard Academic Leadership Academy Fellow, and a 2014 Reynolds Journalism Institute Business Journalism Professors Seminar Fellow. At Murray State, she was a Faculty Teaching Fellow from 2015-17 and was interim director of the Faculty Development Center in 2016. She also teaches in the Governor’s Scholars Program.

A lifetime member of The Honor Society of Phi Kappa Phi and chapter president, Shemberger served on the national board of directors from 2016-18.

Shemberger earned a Doctor of Education from Tennessee State University. She is pursuing a master’s in instructional systems design at the University of Kentucky.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Post-exam Reviews: Turning Wrong Answers Into Learning Moments

Test-review strategies can help students learn material before an exam, but do students learn from their errors after the tests are returned to them? Grounded in metacognitive principles of reflective practice, a post-exam review enables students to analyze the reasons why they performed as they did on an exam as part of an effort to regular their own path of self-directed learning for future improvement (Owens, 2019). This article, building on prior research about improving test review and recall, shares information from two courses on using a test autopsy as a self-regulated learning approach to prepare students better for tests and direct them toward their own learning.