Collaborative Test Review

To relieve test anxiety and give students an idea of the kind of tests I design (especially before the first exam of the semester), I use a collaborative test review. First, students are asked to get into groups of three or four. Each group is given four true/false and four multiple- choice questions from the actual test that they will later take. (I cut a copy of the test into strips of questions removing question numbers and distribute these randomly.) Groups are given ten minutes to discuss and answer the eight questions. A member of each group then reads their questions aloud to the class and gives the group’s answers. Whole-class discussion may then occur, and students are encouraged to take general notes. I intervene only to steer the students away from erroneous information and to confirm correct answers. The actual test, which is given during the next class meeting, has the same questions plus 20 - 26% more that were not reviewed by the class. I ask students to comment on the value of the collaborative review at the end of the exam.

This exercise actively involves students in a test review, gives them a better idea of their own strengths and weaknesses in their knowledge of the material, and makes students accountable to themselves, their classmates, and the instructor for studying and learning the material. Most students comment that this activity relieved their anxiety about the test and gave them better guidelines for how to study; they also found their notes from the review helpful for studying. Some expressed a feeling of obligation to do well since the questions and been “given” to them, and grades were exceptionally improved over tests taken without this review.

This exercise has been adapted and used by faculty from many content areas at Mt. San Antonio College. Because students at this community college often lack experience and confidence in an academic setting, they find this introduction to exams most valuable.
Keeping the process moving, having students “speak-up and slow down” in their reading. Also stressing that their notes be general “type” of information, not the question verbatim.