“But That’s Not on the Study Guide”
Every time we review for tests I hear the title phrase. Sometimes I wonder why I even bother.
I am sure other teachers have the same problems with reviewing and tests. My general philosophy about tests is that they should be an assessment of the high/important points from the chapter. I try to make my tests hard, but not too hard. Give them a challenge, but not focus on the nit picky details. During note time, I tend to tell side stories or trivia facts about the topic. To me those make the class interesting and for those students really interested in the topic learn a bit more than just the basic facts. But I hardly ever test on those things. I want to make sure my students focus on the big ideas, the whys, not necessarily focus on the asides.
Once we get close to test day, I usually pass out a study guide consisting of the big terms, people, events. It usually only takes up a half sheet of paper with two columns of words. the idea is for the student to go home and be able to say something important about each word on the study guide. I don’t require students to turn in a completed study guide or outline notes. To me that’s just busy work for juniors and seniors. Does that help anybody? I see it as more grading work for me with no benefit for the students.
The day before the test, we play jeopardy review. Students play individually but for teams with the winning team earning candy. I find Jeopardy to be a great way to hit many of the high points for the upcoming test and students like the review, but especially the candy part. Students usually get to use their study guides for Jeopardy and many jot down answers or questions while we play. I have had many tell me the process works for them to narrow their focus from the chapter.
Unfortunately at least once a Jeopardy session, I ask someone a questions and they respond with “but that’s not on the study guide.” I never claimed that everything they needed to know appears on the study guide. It’s meant as a guide, not an answer key. What makes some of these students think that I am there to give them the answers? I am here to facilitate their learning; guide them on the path to their own discoveries. If they just want the answers, they can look in the textbook. I an not interested in that type of education.
At some point, students need to wake up and understand the purpose of review sessions. Until then I will continue to use Jeopardy and those students who understand will continue to benefit. The rest will say “but that’s not on the study guide” and I will just give them a silent look. They all tell me I’m good at the look, but I guess I will continue to get practice at perfecting the look.
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