Benefits of Exam

Debriefing
Roadmap
 Definitions
 Why Debrief?
 How Do I Debrief My Exams?
 Exam Debriefing FAQs
 Debriefing
DEBRIEFING IS A STRATEGY THAT ENTAILS TAKING THE TIME
TO REFLECT UPON ONE’S EXAM EXPERIENCE AND USING
THIS INFORMATION TO DEVELOP A PLAN TO IMPROVE
PERFORMANCE IN THE FUTURE.
Metacognition
• Intentional thinking about how you think
and learn
Why Debrief?

• Provides an opportunity for students to “redress

content deficiencies”
• Provides an opportunity for students to
“confront the efficacy” of their study strategies
• Provides an opportunity for students to “learn
from failure”

Source: Weimer (2016). Getting the most out of exam debriefs. Faculty
Focus. Magna Publications.
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Debriefing
Strategies
• Review Commonly Missed
Questions/Provide Opportunity for
Students to Ask Questions (not learner-
centered)
• Self-Correcting Exams (Gruhn &
Cheng)
• Student Exam Analysis Method (Favero
& Hendricks)
 Self-Correcting Exams

Step1: Students take exam Step 3:Grading

in class and submit their
Correct  Correct = Full credit
answer sheets Wrong  Right = Half credit
Step 2: They then take to Wrong  Wrong = No credit
Right  Wrong = No credit
the exam home to review
each question and assess
whether responses on their
submitted answer sheet
were best ones
 Can change their
answers
 Return exams during
next class period
 Self-corrected version
determines grade
Student-Exam Analysis
Student-Exam Analysis
REFLECTION

This Photo by Unknown Author is licensed under CC BY-SA-NC


Should students be able to see
their actual exams, questions
only, questions with keyed
responses, S&O reports, or
what?
What is the optimal timing for
a debrief?
Exam Debriefing FAQs
How can sequestering of exam Should students ever be What is the role of the
items and security be best allowed to take notes during an instructor during the exam
maintained? exam debrief? debrief?
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 References

• Favero, T.G., & Hendricks, N. (2016). Student exam analysis

(debriefing) promotes positive changes in exam preparation and
learning. Advances in Physiology Education, 40, 323-328.
• Gruhn, D., & Cheng, Y/ (2014). A self-correcting approach to
multiple-choice exams improves students’ learning. Teaching of
Psychology, 41(1), 335-339.

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