Ten Tips for Students on How to Succeed with Assessments
- Posted by Erin Wilcox
- Categories How To, Online Learning
- Date October 2, 2023
Online courses provide students with a flexible learning environment, as well as educational options that may not be available to students in brick-and-mortar classrooms. However, there are some additional skills regarding the completion of assessments that students should be aware of.
Here are ten tips for students, so they can have greater success in their online courses:
1. Become acquainted with the unit objectives.
These objectives relate directly to the content and skills evaluated in the assessments. As you study, make sure you review the content related to the unit objectives.
2. Make yourself familiar with the type of assessment(s) you will be given.
Preparing for different types of assessments will look different as well, so be ready. For multiple-choice tests, you will most likely need to study facts, terms, concepts, etc. You may also want to check with your instructor as to how much detail will be included. If the assessment will be an essay exam, then look for the larger issues from each lesson and prepare a few talking points and a conclusion that you could use to address those points. Formative assessments may be focused on specific skills such as vocabulary. Again, knowing definitions is important, you’ll also want to make yourself aware of the method of evaluation (multiple choice, fill-in-the-blank, providing synonyms, using words in a sentence, etc.). Knowing the type of assessment you will take should guide the way you study.
Knowing the type of assessment you will take should guide the way you study.
3. Ask about options for assessments.
4. Prepare for assessments the same way you prepare for regular assignments.
5. Work through learning tasks in the order presented within the course.
It may be tempting to jump around and complete easier tasks out of order so that you feel like you’re making progress. However, there is a reason for the sequence. For example, new vocabulary terms and definitions are strategically placed before you encounter those same terms within the reading. Similarly, simple concepts are always introduced first, to help provide the foundation for more complex learning later on in the lesson or unit. When you complete items out of order, you risk encountering tasks you haven’t been fully prepared for. And when it comes to assessments, if you’ve skipped content, you simply won’t know the concepts you need to know.
6. Make use of all the feedback you've received.
Whether it’s from computer-graded work or personalized feedback from your instructor, the information you receive has been provided to correct mistakes or misunderstandings you may have about the course content. Feedback may also clarify a point or further develop a thought in something you wrote. You can learn a lot from carefully reading and re-reading the feedback provided throughout the unit. Those critiques and ideas often contain rich material for essay writing or final projects. Similarly, if you were given practice problems or review activities prior to the assessment, be sure to use them as part of your test preparation process.
7. If the assessment is a project, organize it into manageable parts.
As soon as you have an idea of what the project entails, look at the time available and estimate the big pieces or significant stages that the project will require. By constructing a timeline, you will be aware of when you have to create your outline, complete your research, finish your draft, etc. Many of us have a hard time starting a large project because it feels overwhelming. If we know we only have to get a single portion done in one or two days, it makes it much easier to begin.
8. Plan ahead.
Assessments often require a conversation, and scheduling that meeting will require additional communication and planning. Whether it’s a conversation with your instructor in order to approve a topic or review a rough draft, or with your parent to schedule an exam that must be proctored, good planning helps ensure a positive outcome.
9. Be aware of time constraints.
If the assessment requires an attachment or upload of any kind, check whether your submission was successful. Technical issues can occur, and if so, you will need time to resubmit. If the assessment is timed, you should attempt to find out the number of questions and the time allotted so that you can pace yourself; this will also allow you to adjust your strategy as you move through a test. Students who are not aware of the length of a timed test may find themselves rushed to finish an assessment, and unable to fully express what they’ve learned, because of the time constraints.
10. Keep copies of your work.
If a submitted document isn’t properly received by your instructor, it is important to have a copy on your personal device so you can resubmit it. Telling your instructor that you no longer have a copy of your work is like saying “The dog ate my homework!” and not a valid excuse for failing to turn in your assignment. If you are unable to save a copy, print your work so that you at least have a record, should you lose your file.
Good planning helps ensure a positive outcome.
Managing assessments in an online course can be challenging, but by following these tips you will be prepared to excel. Remember also: reach out to your instructors if you need clarification or have questions. They are always happy to help!
Dr. Erin Wilcox is the Assistant Vice President for Digital Initiatives at the Association of Christian Schools International (ACSI). She oversees the development of online student courses and digital content. Dr. Wilcox started her career in public schools in Illinois, in special education. Next, she served in international Christian schools in Ecuador and Malaysia for 13 years, teaching primarily computers. For 20 years, she was at Colorado Springs Christian Schools in positions of technology coordinator, middle school principal, and Associate Superintendent. Dr. Wilcox received her B.A. in Special Education, her M.A. in Instructional Leadership, and her Doctorate in Educational Administration.
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