Learning Guide Unit 8 PDF

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Download Learning Guide Unit 8 PDF

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Learning Guide Unit 8 Overview UNIT 8: Exams and Final Reflection

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Exams Test anxiety Final reflection

Learning Objectives By the end of this Unit, you will be able to: 1. Identify strategies to effectively prepare for exams. 2. Employ effective exam-taking techniques. 3. Determine the best ways to reduce anxiety before taking an exam.

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Peer Assess the Unit 7 Written Assignment Read the Learning Guide and the Reading Assignments Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum) Take the Sustainability Student Experience Post Survey Complete an entry in the Learning Journal Take the Self-Quiz Read the Unit 9 Learning Guide carefully for instructions on the Final Exam Take the Review Quiz

Introduction In the past few weeks, we have worked to build effective study skills through reading, studying, and time/stress management. As your final exam is next week, this week you will conclude your studies in this course by examining one final set of skills: preparing for and taking exams.

Exam Strategies - Study Skills View Exam Strategies - Study Skills. If needed, view Exam Strategies - Study Skills Transcript [PDF].

Read: College Success. Chapter 6: Preparing for and taking tests.

In most college classes, tests and exams are one way that student learning is assessed. At UoPeople, quizzes and tests comprise a portion of your grade. Quizzes and exams are a regular feature of college classes. Most undergraduate courses at UoPeople have a quiz in week 3, a quiz in week 6, and a final exam in week 9. Some courses will have a proctored final exam, which means you are responsible for finding a responsible adult to serve as a proctor. The proctor is responsible for verifying the student’s identity to allow the student to access the exam.

While the percentage varies from class to class, you can expect your final exam to be worth at least 20% of your grade. This means that it is important to prepare for your final exam because it is a significant portion of your grade. As such, this week we will explore strategies for effective preparation and exam-taking.

Introduction Test Anxiety The importance of exams has one unfortunate side effect: test anxiety. It is very common for students to be stressed and anxious about their exam. This anxiety can make it difficult to study effectively and can even make it harder to take the test. Understanding how to prevent, reduce, and manage testtaking anxiety will help you both feel better, and perform better on your test. To help, we will also review some techniques to reduce test-taking anxiety.

Exam Anxiety - Symptoms, Coping Methods with Psychologist Miranda Banks View Exam Anxiety - Symptoms, Coping Methods. If needed, view Exam Anxiety - Symptoms, Coping Methods Transcript [PDF].

Clearly, one of the best strategies to avoid test anxiety is to study ahead of time and to be aware of what you’ll be tested on. Additionally, it’s important to understand the details of the exam format to avoid unnecessary anxiety.

On that note, your final exam is exam is next week. The final exam period runs Thursday-Sunday; final exams must be completed no later than Sunday at 11:55 pm UoPeople time. To help you prepare, Unit 8 and Unit 9 both open at the beginning of Unit 8. The Review Quiz in Unit 9 is a helpful study aid for your final exam.

Discussion Assignment Your final exam is next week; you will have a four-day window to take your exam. (While the unit is open the full week, you can only take your exam Thursday, Friday, Saturday, or Sunday). Answer the following in the discussion forum: 1. What strategies will you use to prepare for your final exam? 2. Do you have, or have you ever had test-taking anxiety? What strategies will you use to manage test anxiety?

Discussion Requirements Your Discussion should be at least 250 words in length, but not more than 750 words. Use APA citations and references for the textbook and any other sources used. Refer to the UoPeople APA Tutorials in the LRC for help with APA citations.

Discussion Responses It is your responsibility to respond to three classmates by providing comments, asking questions, or having a conversation about their main post. Feedback should be appropriate, meaningful, and helpful. For instance refer to how your own experience supports/contradicts the opinions developed by your peers. If you think they are too general or not rooted enough in personal experience, you may also ask for more detailed examples supporting these opinions. In particular make sure that the examples provided are properly referenced and that you are able to access them. Overall, your comments should contribute positively to the conversation by broadening or clarifying it. Feedback should be at least 3-4 complete sentences (100 words).

Rating Discussions After posting an appropriate, meaningful, and helpful response to your three classmates, you must rate their posts on a scale of 0 (unsatisfactory) to 10 (Excellent). The rating scores are anonymous; therefore, do NOT mention in your remarks the separate rating score you will give the peer. The instructor is the only person who knows which score matches the comment given to a peer. Some classmates may worry that some peers will not provide a fair rating, or be unable to provide accurate corrections for grammar or other errors. It is the instructor’s responsibility to ensure fairness and accuracy. 10 (A) - Excellent, substantial, relevant, insightful, enriching, and stimulating contribution to the discussion. Also, uses external resources to support position where required and/or applicable. 8 - 9 (B) - Good, quite substantial and insightful, but missing minor details which would have otherwise characterized it as an excellent response. 6 - 7 (C) - Satisfactory insight and relevance, but required some more information and effort to have warranted a better rating. 4 - 5 (D) - Limited insight and relevance of the material; more effort and

reflection needed to have warranted a satisfactory grading. 0 - 3 (F) - Unsatisfactory insight/relevance or failure to answer the question, reflecting a poor or limited understanding of the subject matter and/or the guidelines of the question.

Here are some questions to consider as we think about the feedback and rating to give our classmates: 1. Did the peer respond to everything asked by the assignment prompt? 2. Was the peer’s overall response organized and logical? Was it easy to follow and smooth? 3. Was it easy to understand the ideas the student was trying to communicate, or did you have to make assumptions to make sense out of what the peer wrote? 4. Did the peer use their own words, or if they borrowed from somewhere else, did they give credit to the source they used? 5. Were there consistent errors in grammar and punctuation that made it hard to understand or make sense out of the writing? If at any time you suspect that a post in this Discussion Forum violates UoPeople's rules regarding plagiarism and/or any aspect of UoPeople’s Academic Code of Conduct, please notify your instructor immediately. Remember that your instructor will be reviewing responses, ratings, and comments. Your instructor will adjust ratings if he/she believes that they do not seem warranted or supportable.

Learning Journal Reflection Topic: Learning Outcomes Congratulations on reaching the last full week of UNIV 1001: Online Education Strategies. Throughout the term, we have learned a lot together. We have focused on effectively navigating UoPeople courses, understanding the process and impact of peer assessment, and examining and developing key learning skills such as critical thinking and self-directed learning. We have also worked to understand and apply important strategies for reading, studying, APA citations and references, time management, stress management, and test management. For your last journal entry, reflect on the different things you have learned over the term. Then, in a 300-500 word journal entry (at least 300 words but no more than 500 words), answer the following: 1. What was the most useful strategy you learned during this course? How will you apply this strategy in your future studies here at UoPeople? 2. What was the most surprising thing you learned this term? Why did it surprise you? 3. Peer assessment is a unique education model. Think back to how you felt about peer assessment at the beginning of the term, and compare that to your feelings now. How have your feelings

changed? Are you more comfortable with peer assessment? Have you learned something new while assessing your peer’s work?

APA Exercise We have also worked hard to develop our APA skills, so be sure to practice your APA citations and references by including at least two references and two in-text citations. Note: If you are struggling, try reviewing the UoPeople APA tutorials in the LRC.

Learning Journal Rubric The rubric detailing how you will be graded for this assignment can be found within the unit's assignment on the main course page.

Self-Quiz The Self-Quiz gives you an opportunity to self-assess your knowledge of what you have learned so far. The results of the Self-Quiz do not count towards your final grade, but the quiz is an important part of the University’s learning process and it is expected that you will take it to ensure understanding of the materials presented. Analyzing your results will help you perform better on future Graded Quizzes and the Final Exam. The Self-Quiz will remain open until the end of the term and allow unlimited attempts. Please access the Self-Quiz on the main course homepage; it will be listed inside the Unit....