Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation

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Ryan Long

Abstract

This paper outlines a method for student-directed creation of exam review guides. No answers or lists of required information are provided to students. Students must reflect on the purpose of the course and the relationships between the different content units in order to collaboratively compose a study guide. The professor then critiques the guide, providing the students with an assessment of their collective level of preparation for the exam.

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How to Cite
Long, R. (2019). Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation. Journal of the Scholarship of Teaching and Learning, 19(3). https://doi.org/10.14434/josotl.v19i2.23931
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Author Biography

Ryan Long, Thomas Jefferson University

Assistant Professor of Philosophy