How many times has a student come to your office and says, “I think I’m not studying the right things. Can you help me?” Tons. I used to start by interviewing them about their study methods (“Well, I read the book”) and making corrections from there. I’ve accumulated that advisory list for later publication, but first, I want to address a frustration of mine: no data.
I prefer to make informed decisions. I found that when someone came to me (an “expert”) for guidance, I was frustrated by the lack of real information about how their test scores came to be. That is, it occurred to me that studying might not be the problem at all. I wondered how an individual’s test-taking skills impacted their grades. Over time, I developed a process which is now standard in my classroom for every exam…we call it “The K’s and the O’s.”
After my standard post-exam review I hand out each student’s exam result gradesheet which shows what they got wrong as well as the correct answer. I ask the student to evaluate each question they missed. If they just “didn’t know” the information, that missed question gets a “K” written beside if for “knowledge problem.”
Other issues such as not considering all answers, not fully reading the question (missing the word “EXCEPT”), a mismark on the scantron, and similar “other” problems get an “O” beside them. These represent test-taking issues.
Armed with these data, one can productively guide a student. We can focus on study approaches and habits if there are knowledge deficits. Alternatively, we can discuss management of test anxiety, approach to standardized exams, and simple methods to maintain focus for the “other” category.
The good news for many is that “studying” is NOT the problem. The vast majority of students dominantly have “O’s” as the major reason for missing points. To drive the point home, I show them how to add those “O’s” back to see what their grade could have been.
This simple approach helps us all be better “experts” in our care of our students. It takes very little time, is most effective immediately after an exam, and encourages all students to review each and every mistake where valuable lessons are gained. It also empowers the student. There is nothing more discouraging than giving 100% and not achieving the desired results–this is what students feel when they’ve honestly done their best to prepare and still don’t get good exam grades. When O’s outnumber K’s, there is universal relief that the prescription is NOT more hours of study.