Problem-based assessments measure something that students don’t know, as well as what they do know. They encourage students to understand a situation, to identify the components of a situation, to select the process that should be used and to be able to articulate a defensible answer. That means that things aren’t as easy as recall. A student might understand the material but mistakenly earn an incorrect mark because of a different misconception, time pressure when solving a problem, the lack of supporting evidence and/or failure to verify the solution. Luckily, there are ways to learn accuracy.
Students don’t have to solve the practice questions in a random order, but can develop a system to solve problems. This means comprehending precisely what they are requested to do, splitting large tasks into more manageable ones, auditing assumptions, and looking over errors. Teachers’ feedback and building up knowledge are also seen to increase pupils’ self-evaluation skills and, therefore, enhance pupils’ self-assessment in the eyes of research. Good habits can help to structure problem solving and make it less “guess and check”.
Begin to solve a problem by understanding the problem
The most common big mistake is not making themselves available to join the game on time.
Pay attention to what the question asks before starting to write. Understand the main task, key information, limitations and probable response to the task. What is the question you are being asked to remember/understand?
It is possible for students not to pause for a split second and to solve an off-topic problem.
If pupils are feeling stressed about challenging tests, they could seek out methods to get an advantage on the tests, such as having someone take my history exam for me. But it is much better to be able to comprehend questions without having to ask them in the same way as the teachers do.
Create a plan of action
Complex questions can be broken down into smaller answers to get to the answer to an important question.
Start by figuring out what you DO know. Then, determine the information you want to learn/explain. Then select the principle, formula, or source, or strategy that links the two.
When multiple concepts are combined in a question, this process is very beneficial. If you don’t want to locate the answer in your mind, write it out in an outline of your thinking.
Research on the performance of problem solving has shown that such elements as assumptions, application of principles, strategic inferences, and checking solutions may serve as evidence of problem-solving skill.
Mistakes as data – perform actions that are mistakes
If you have made an incorrect answer, you should be able to consider why.
Make an error log following practice. Write down the question/answer/the correct answer, and why you were incorrect.
Was the question ‘missed ‘? Have you got the wrong idea? Have you made a maths mistake? Is there a part that you missed?
There are patterns which will eventually emerge. If several errors are related to instructions that lead to speeding up, then you know which instruction(s) to change. Where most of the errors are likely to happen is important for revision; e.g. if most errors are made when setting up the final calculation, then the revision activity should focus on that part.
Build Assessment Routines
Students’ accuracy in problem solving will be better if they establish problem-solving accuracy routines.
Use a brief checking procedure after each practice task. Ensure a response that covers all parts of the question, uses the correct method, and formats the response as required.
Always make sure that units, signs, numbers of decimal places and final results seem realistic in dealing with numerical problems. If a problem is written, make sure that your evidence is relevant to your conclusion.
Professionally certified students can also feel the impulse to cheat, for example, look for the services of someone who claims to take my CompTIA Exam for me. But a pro’s assessment is geared to test the knowledge which may be needed in the workplace. The work of preparation would then be geared towards reaching a genuine competence.
Participate in Practice Under Realistic Conditions
If a test is given in relaxed revision, it doesn’t necessarily mean it will be accurate in assessment.
Time practice when you’ve mastered the content. Answer questions without having to keep referring to the answer, and choose answers where there is no clear answer.
Then, check over your correct and incorrect responses. It is important to explore the answer even if the student is able to guess the correct answer, as there may be a lack of knowledge.
There has been research on the subject of pupils’ self-assessment which has found that pupils’ judgements of what they ‘know’ may not be accurate and that additional experience and feedback can enable pupils to make the judgements more accurate.
Give suggestions on how to improve the process
Feedback will be best if it causes a change of behaviour. Don’t simply read the score and then just get on with it. Review lost marks and determine which type of errors were made – knowledge, reasoning, presentation, or careless. When practising next, take advantage of this information.
The booklet produced by the author describes and provides a number of examples of how to support the student as they have challenging academic assessment skills. Good support should also be able to assist your learners in their understanding of their weaknesses and build up their independent study skills.
Conclusion
The acquisition of a reliable thinking process is more important to develop good performance in problem-based assessments than to find shortcuts. Students can make their answers more precise by reading very carefully; if they have to do a complex job, they can do it step by step, analyse their mistakes, learn in simulated situations and integrate feedback into their learning in a strategic way.
They should also be helped to differentiate between comprehension and ‘lucky answers’. Students will realise that challenging questions are less daunting after a time because they have a starting point, know how to test their idea(s) and know how to return when the initial idea fails. Inaccuracy is not an innate talent or skill; it’s something that can be learned and developed with conscious practice and thinking.
