Balanced Test Reflections
DOI:
https://doi.org/10.20343/teachlearninqu.14.5Keywords:
test reflections, post-test reflections, exam wrappersAbstract
Test reflections are a metacognitive tool intended to help improve student learning. Suggested forms of test reflections prompt students to focus on negative actions: what errors had you made, what was most challenging for you, and what will you change next time. If instead, test reflections included positive prompts, such as what was your best tool to prepare for this test, what did you do well when taking this test, and how can you carry good outcomes from this test to the next, it may empower students to improve the quality of their reflection and apply the results of that reflection to their courses. Inspired by employers using balanced feedback in the business workplace, I introduced balanced test reflections in an undergraduate business course. This article shares student perceptions of the use of test reflection prompts that include both positive and negative prompts. Most students in my courses showed preference for some positive focus in test reflecting. Student reflection on positive preparation and performance broadens the focus of test reflections to include what learners have already learned and rejects settled concepts that poor test results stem only from poor preparation and performance, instead recognizing that the capacity to learn should be addressed individually. Additionally, instructor feedback to each student focuses on solving individual learning needs or problems, making all students feel seen, heard, and helped. Based on my study, students prefer the ability to identify strengths in addition to the allowance to pinpoint weaknesses in test preparation and performance.
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