How to Succeed in Exams & Assessments by Kathleen McMillan

By Kathleen McMillan

Fully up to date in view that e-book in 2007, How to reach tests & Assessments will enable a scholar to evaluate and deal with their specific weaknesses in revising, getting ready for and succeeding in academic checks and assessments and delivers precise counsel, thoughts and methods to permit them to seriously enhance their talents and function in time to make a difference.

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44 and 185 for more information. Kolb cycle learning styles (Honey and Mumford, 1982) Types of learner based on a cyclic model of the learning process l l l l Activator: has an open-minded, unbiased approach to new experiences Reflector: looks at issues from all angles, collects data and works toward a conclusion Theorist: analyses and synthesises information that is then placed into systematic and logical theory Pragmatist: likes to experiment with new ideas and theories to see if they work Critique: said to narrowly pigeon-hole people whereas in real-life situations individuals adjust their learning approach to the situations facing them Multiple intelligences (Gardner, 1983, 1993) A subdivision of intelligence into various categories that are said to be more or less pronounced in different people and which influence the way we process information l l l l l l l l l Verbal–Linguistic: shows good verbal skills; aware of sounds and rhythms Logical–Mathematical: an abstract thinker seeking logical/numerical patterns Visual–Spatial: good at processing visual images, accurately and abstractly Musical: good with rhythm, pitch and timbre Bodily–Kinesthetic: has good body movements; skilled at handling objects Interpersonal: responsive to others’ moods and motivations Intrapersonal: aware of own inner feelings, values, beliefs and thought processes Naturalist: has an empathy with the environment, living organisms and other natural objects Existentialist: sensitive to deep issues about human existence Critique: theoretical basis perceived as abstract, but people can build on strengths for effective learning.

Modules are usually assessed in a summative end-of-module exam, perhaps with a component from in-course assessment. In some subjects, borderline cases are given an extra oral exam. If you fail the end-of-module exam (and any oral), a resit is normally possible. Resits usually take place towards the end of the summer vacation. The result is usually based solely on your performance in the resit exam. At the end of each academic year, and after any resits, you will be required to fulfil certain progression criteria that allow you to pass on to the next level of study.

A list of text references is provided on pp. 44 and 185. qxd 5 6/21/07 9:38 Page 46 Studying independently How to organise yourself and develop good study habits for revision One of the distinctive traditions of university is that students are expected to set their own learning agenda within the confines of their course of study. This chapter covers practical ways for organising yourself for study, and ways of organising the material you need to support your learning, work for assignments and exam revision.

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