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by Bill Sheate
Periodically, I post on my blog short articles on key aspects of stress and anxiety, and mental health and well-being, especially related to higher education. Below are just a few of the resources on this blog - clustered in one place so they’re easier to find - that you might find helpful:……..[Read more]
by Bill Sheate
Most university students’ approach to exams is shaped by their experience of exams at school, but this means that most are often poorly prepared for the different style of learning at university and the way in which exams are used, from undergraduate through to postgraduate level. Other forms of assessment are also increasingly utilised at university to assess the attainment of learning outcomes intended by the curriculum. But exams still have a role .............
by Bill Sheate
At advanced levels - especially postgraduate - exams are less about what you know and more about how you apply your knowledge and understanding to problem-based situations. They’re not there so much to test your knowledge, as to be part of making learning possible, for example as opportunities to apply higher order learning skills like analysis, synthesis and evaluation (and creativity). There are some very simple hints and tips that can make all the difference to your exam technique, especially for essay-type questions – the whole way in which you perceive an exam, approach it, prepare for it and sit it..........
by Bill Sheate
For many at university, exams and deadlines become the primary focus for their approach to learning, fueled in part by an education system prior to university that benchmarks individuals throughout their school career....... Turning the whole approach around can be a much more helpful way of looking at assessments and exams.........
