Week 12 Mid-Term Exam After Action Review

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Frameworks for Mathematics and Collegiate Learning
Version 2.0 (2013)
The Charles A. Dana Center at Lesson 18
The University of Texas at Austin
242
Appendix 18-B: Instructors’ Guide for Eliciting Students’ Identification
of Exam Performance Reflection Questions
The following questions are examples of what students should identify to help them dig deeper
into why they earned full credit or lost points on exam questions. These questions are provided to
help you prepare for eliciting this thinking from your students during Activity 1.
Did you study the information covered in this question?
If yes:
• What resources and strategies did you use
to identify that this information was
important?
• How can you continue to use this
information in the future?
If no:
• How can you be more proactive in
discovering what content will be covered on
the test?
• What resources and strategies can you use to
identify the information likely to be covered
on the exam (e.g., course syllabus,
classmates, tutors, instructor)?
Did you study the information covered on the test but still get the question wrong?
If yes:
• What kind of strategies did you use to learn
this information? Were you relying on
short-term memory devices or did you
work to move the information into longterm
memory by using organization and
elaboration strategies?
• What kind of self-assessment can you
apply as you are studying to make sure you
are understanding and remembering the
information?
If no:
• Were you 100% confident in your response
when you marked it?
• Was this an easy problem for you or was it
challenging?
• Did your expectation about how deeply you
would need to know this content match the
depth called for by this question?
Did you do poorly on one type of question (multiple choice, essay, problem solving)?
If yes:
• What type of question did you struggle
with?
• How did you study for this specific type of
question?
• How can using Bloom’s Taxonomy help
you prepare for this type of question in the
future?
If no:
• What strategies did you use for each type?
• How did your strategies differ?
Frameworks for Mathematics and Collegiate Learning
Version 2.0 (2013)
The Charles A. Dana Center at Lesson 18
The University of Texas at Austin
243
Did you follow directions?
If yes:
• What guidewords and key terms in the
directions turned out to be most helpful?
If no:
• Did you read the directions?
• Was something in the directions unclear?
• What guidewords and key terms would have
been helpful?
• What process could you use while testing to
make sure you are following directions?
Did you lose points because you just did not answer a question?
If yes:
• Did you run out of time? What elements of
the exam situation led to your running out
of time? How might you better plan your
time management on future tests?
• Did you overlook the question or the
specific part of the question you didn’t
answer?
If no:
• How did you allocate your time across the
questions? Is there anything you would tweak
about this time allocation going forward?
• Did you almost miss answering any part of
this question? How did you catch yourself?
What can you do in the future to make sure
you answer all of parts of the question?
Did you know the material but make careless mistakes (such as calculation errors)?
If yes:
• Were you rushing?
• Did you stop to carefully consider what the
question was asking?
• Did you double check your answers and
proofread carefully before submitting your
test?
If no:
• Were there any close calls?
• How did you avoid making careless errors?
Did you panic and become too stressed to answer any of the questions, even those for which
you knew the answer?
If yes:
• What caused you to panic?
• Was it something you could control in the
moment?
• What can you do in the future to address
whatever triggered the panic?
If no:
• Why do you feel you did not panic?
• Do you feel that this not panicking is
something stable—that is, is it something that
you will be able to do again in the future?

Frameworks for Mathematics and Collegiate Learning
Version 2.0 (2013)
The Charles A. Dana Center at Lesson 18
The University of Texas at Austin
244
Appendix 18-C: Exam Debrief Report
In addition to turning in your notes on applying the debrief process that you developed in class,
use the space below to identify the trends your analysis surfaced and to write intention
statements to guide your future behavior in light of these trends.
What trends did you find? (e.g., I found that I did well on questions in the following categories; I
found I spent too much time on questions I was unsure of; I found that I did not write with the level of
detail my instructor expected of me.)
Write three to five positive intention statements that reflect concrete strategies based on
your findings. (e.g., I will take two minutes at the start of the exam to review the test in its entirety in
order to make good use of my time.)
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***Take a close look at your mid-term exam for this class. Fill out the Exam Debrief Report explaining what trends you see in your own work and write three positive intention statements (what do you intend to do next time?) that reflect concrete strategies based on your findings.