7.3: General Exam Guidelines
- Page ID
- 304776
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)A. General Guidelines
Your instructor will provide you with written guidelines prior to each exam. Please review the guidelines carefully and be sure to ask any questions you may have. Guidelines may differ depending on how the specific exam is administered. For example:
- As we saw earlier, the exam may be given over one class period or two. The guidelines will address the specific exam content and instructions so you’ll know what to expect.
- You may be asked to write your essay by hand, or you may be required to install and use LockDown Browser on your own computer.
- Additional guidelines may be included depending on how the exam is administered.
B. Other Things to Keep in Mind:
- If you are using LockDown Browser for the exam, be sure to install the Blackboard version on your computer, check to make sure you have the most recent version, and test it a few days before the exam. If you have issues connecting, let your instructor know so that they can help you.
- Your phone should be turned off completely and not in your testing area. You should have no other handouts, books, papers, or materials near you during the exam. Check with your teacher to see which resources (such as a dictionary) are approved.
- The exam will be available only during the scheduled exam session. Students beginning late will not be given extra time to complete the exam.
- There will be no make-up exam. Make sure that you know when the exam is, and be on time.
- If you have an urgent question or an issue during the exam, talk to your instructor. You are not allowed to communicate with anyone else during the exam. Remember that if you need to talk to your instructor, the timer will not stop running, so plan to ask questions before starting the exam.
- You should not leave your testing area during the exam. Please make sure you have taken care of any personal needs prior to starting the exam. If you do need to get up from the exam for any reason, remember that the timer will not pause.
C. Tips for Taking an In-Class Timed Writing Exam
Here are some tips for navigating the midterm and final exam.
- If you are required to use Lockdown Browser for the exam, make sure you have the most recent version installed on your computer. Test the browser a day or two ahead of time to make sure you’ll be able to access the exam. If you have issues, check with your instructor.
- Take the practice exam in order to:
- familiarize yourself with the test environment
- practice taking an exam in a timed situation
- receive peer, self, and instructor feedback before the actual exam
- Read the exam guidelines and instructions (provided ahead of time by your instructor) carefully before entering the exam. Try not to spend exam time reading instructions and figuring out what to do.
- Budget your test time. Use the Organizing Your Time activities in this chapter to help you plan your time.
- Midterm Exam
- Final Exam
PAUSE AND REFLECT: Test-taking Advice
What other tips can you share? Write them here, then share them with your team.
D. More on the Two-Day Midterm (Fall/Spring Alternative 2)
Following are activities and tips to help you prepare for the two-day midterm exam.
i. Understanding Exam Structure
Look at the summary-response essay diagram below. Which parts will you write on each day of the exam?
ORGANIZING A SUMMARY-RESPONSE ESSAY
PARAGRAPH \(1 \rightarrow\) INIRODUCIION
- OSS: title, author’s name, author’s argument - your thesis statement with response ideas
PARAGRAPH \(2 \rightarrow\) PARAGRAPH SUMMARY
- state author’s thesis or purpose
- include main evidence to support thesis
-
demonstrate understanding of the article’s organization
PARAGRAPH \(3 \rightarrow\) RESPONSE PARAGRAPH 1
PARAGRAPH \(4 \rightarrow\) RESPONSE PARAGRAPH 2
FOR EACH RESPONSE PARACRAPH:
- mention specific point from the author
- respond to the point
- present your own evidence
- restate the author’s main point
PARAGRAPH \(5 \rightarrow\) CONCLUSION
- restate your thesis
- add final thought
Write your responses in the chart below:
| EXAM DAY 1 | EXAM DAY 2 |
|---|---|
| \(\bullet\) | \(\bullet\) |
PAUSE AND REFLECT: Thinking about Your Testing Skills
Discuss the following with your team:
- Which aspects of the exam do you feel most confident about? Why?
- Which parts of the exam do you think will be most challenging for you?
- What Ideas do you have to help you overcome those challenges?
ii. Breakdown of Two-day Exam: Sample Essay
Below is a sample summary-response essay. The parts have been color-coded to show what parts of the essay you will focus on during the two days of the midterm exam. Here is the link to the article the following essay focuses on.
| EXAM DAY 1 | |
|---|---|
| - One-sentence Summary | - Thesis statement |
| - Summary paragraph | - One or two response paragraphs |
Robots: One Size Does Not Fit All
In her article, "Robot Helps Sick Children Feel Less Lonely," Anna Matteo writes that a smart robot called AV1 can help sick children feel better by alleviating feelings of isolation. While Mateo states that AV1 can help sick children, I believe it is necessary to admit that this robot can solve some problems for these children, but it can’t help every child because robots can’t replace a child’s relationship with friends, nor can they help children of different ages equally.
Anna Matteo’s article describes how robots may be able to help sick children feel less lonely when they are unable to attend school for an extended time. Matteo writes that as a result of long-term illnesses, sick children often have to recover at home or in the hospital. As a way to help these children, the robot can go to school for them. Matteo explains that the life-size robot sits in the child’s desk at school, and by using a tablet or a phone to control the robot, the sick child can take part in classroom activities wherever they are. In order to make communication easier and more natural, the robot was designed with speakers, microphones and cameras. According to the article, the reason the designers chose a life-size robot that resembles the human figure instead of a smaller piece of equipment, such as a tablet or computer with a rotating camera, is that they want the students in the classroom to treat the robot as a friend, not as a toy that can be carried away. Matteo concludes that children can make good use of the robot and feel less lonely with the company that AV1 robot can provide.
Matteo states, "The robot takes their place at school. Through the robot, children can hear their teachers and friends." In this passage, Mateo attempts to describe how the robot helps children to interact with their classmates and teachers. However, while these robots are useful in some ways, they can’t replace human company, especially from parents and friends. Only watching or listening to their friends is not enough to make them not feel lonely. While l’ve never had the benefit of having a robot go to school for me when I was sick, I was once forced to miss three weeks of school because of the chicken pox. In order to not have me fall behind in my studies, two of my friends collected my lessons each day and brought them to me. Because my illness was contagious, they were not allowed to stay and visit, but we would spend several hours on the phone once they got home so that they could tell me all about what was going on at school. While this helped me not to feel so disconnected from school and my friends, it was no substitute for actually being in school, and for those three weeks I was very lonely and impatient to get better. I imagine that having a robot attend school for me would have been a similar experience, giving me a glimpse into what I was missing, but not completely alleviating my loneliness because my face-to-face contact with my friends would still be limited.
In the article, Matteo does not specify the particular ages of children who might best be helped through the AV1 technology but instead vaguely refers only to "children who are recovering from long-term illnesses in the hospital or at home." As a result, readers do not have much information
specifically about which children this robot would benefit. This information would be vital for readers to know because it is important to note that robots cannot effectively help children of different ages. It’s not clear from the article whether she’s taking into consideration the idea that child-robot interaction is more engaging for an 8 -year-old child than for one who is 12 or 14 . A younger child would likely be more engaged in the novelty of having a robot; older children would likely lose interest much more quickly and become bored and impatient as they recover from their illness. This may negatively affect their ability to focus on the lessons they are missing and to catch up with their classmates. For this reason, it is important to consider the child’s age when we talk about the robots’ effectiveness. In other words, children of different ages will react differently to the robot. Thus, a robot can’t help them all in the same way and may be more effective for younger children.
While Matteo believes that robots can help sick children considerably, it is clear that there are some limitations. Robots can provide some help, but the help still can’t replace the intimacy and caring of human beings and can’t equally help children of different ages. In order to improve the relationship between children and robots, we should consider tailoring the individual robot to the specific needs and age of the child and take different factors into account in our future robots’ design.
iii. Organizing Your Time for the Two-Day Midterm Exam (50 minutes each day) - Fall/Spring
Alternative 2Complete the following activities to help you budget your exam time.
PART 1: THINKING ABOUT YOUR TEST-TAKING HABITS
Think about the summary-response essays you have written so far. Which of the following steps have taken a lot of time for you?
\(\qquad\) reading and annotating the article \(\qquad\) writing the summary paragraph
\(\qquad\) organizing what you are going to writewriting the response paragraphswriting the conclusion
\(\qquad\) revising/proofreading what you wrote
PART 2: MAKING A PLAN
For the midterm exam, you will have 50 minutes to read an article and complete your exam during each session. Fill in the chart below with how much time you plan to spend on each step to help you finish in time. Make sure that your total minutes add up to \(\mathbf{5 0}\) or less!
Midterm Exam Day 1 (50 minutes)
| NUMBER OF MINUTES YOU PLAN | |
| TO SPEND ON THIS STEP |
Midterm Exam Day \(2(50\) minutes)
|l|c| &
| NUMBER OF MINUTES YOU PLAN |
| TO SPEND ON THIS STEP |
Reading and annotating the article. &
Organizing what you are going to write. &
Writing the thesis statement. &
Writing the response paragraphs. &
Revising/proofreading what you wrote. &
iv. Practice: Two-Part Midterm Exam
Your instructor will set up timed writing practice for the midterm exam on Blackboard. Click here for practice articles with exam instructions to help familiarize you with the exam format.