Many people have been suggesting that the exam generated using just the test bank may be the problem. What I do is use a large number of different test banks and choose questions from a variety of books. I also give my students a study sheet filled with the terms that I will be testing on. I keep a copy of that right by me and check off which areas that I have created questions for. Yes, it takes a lot of time, but I find that by using the study sheet to help, I am more likely to give an even test (all material is covered). I also give the test and the scantron back and give students the ability to correct their answers - they must tell me why they got the answer wrong and why the answer they chose is correct. This is really helpful because I can see what areas I need to be more clear about in the future. In addition, if the students STILL cannot figure out the answer using the text and their notes, I know that either I didn't explain it well enough or it is a bad question (I have had to get rid of a few questions that I particularly liked after I began this practice). You might need to help them understand how to study. This term, for example, I am teaching honors Intro to Psych. The first test was exactly the same as the type of test that I give my Intro to Psych class and I received the same range of grades from these students that I did from my other classes. Why? They never had to study so didn't know how. They didn't know how to study from a textbook. They are doing fine now. Deb Deborah S. Briihl There are as many Dept. of Psychology and Counseling ways to live as Valdosta State University there are people in Valdosta, GA 31698-0100 this world and each [EMAIL PROTECTED] deserve a closer Now in new Assoc. size! look.. http://chiron.valdosta.edu/dbriihl You got so many dreams you don't know where to put them, so you better turn a few of them loose... Fire
