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I have seen instructors call a wide range of documents "study guides". They have ranged from test "simulations" which are old tests with tweaked questions to a 1 page .txt print out with a bullet list of important topics to study. I have also seen instructors spend an entire lecture on just test review mail but not hand out any documents. In my ...


4

I do study guides because some students may need to list the information just once more to get it. What if they hadn't had that opportunity? They may have missed it. And, let's face it, do a lot of students, especially those at the high school level, have the self-discipline to go over the material once more unless they have a compelling reason? Even a ...


4

In many ways the best study guide is one that the students themselves write. This can be done incrementally throughout the course and is useful even in the absence of exams. There are two ways to go about it, and you can, perhaps do both. Each student should have a deck of index cards and they should carry a few around with them. They can take notes of ...


4

Goal-oriented action Part of this really depends on your goals in administering the exam. If your goal is the traditional idea of creating a nice bell-curve to rank students, having a study guide makes very little sense. You can separate the wheat from the chaff without providing any assistance to the students prior to the test. However, if you want to ...


4

I love the idea that you've created a lab using a classic logic puzzle. If you don't already, it might also be beneficial if you could give a real-world problem that the same logic, or concept, has been, or could be, used to solve. I've got a few ideas about changing how the lab, and its grading, breaks down. First off, it just feels wrong to have the ...


3

I would maybe flip the order in which students approach the problem -- rather then going from harder to easier, start from easier to harder. That is, start by having your students solve a simpler version of the problem for partial points, then guide them steadily towards a more and more generalized solution until they have a finished product. This would ...


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