- Too many students approach university exams in the same way they have been taught to approach high school ones. They study for "the exam" not study "the subject". This means memorising solutions to problems rather than actually learning to solve the problems.
- Students actually learn and understand less than we want to admit.
- Exams should test actual understanding.
Then it appears that some students have actually memorised the solution to the question that they have encountered before. They can reproduce (regurgitate?) parts of the question they have seen before but not new parts, even when the new aspects of the question may be trivial. Sometimes they will even write out the solution to part (c) on the old exam, even though on the actual exam part (c) is a different question!
I realise that my observations need to take into account the stress of exam conditions. Sometimes, students may fail read to question carefully and realise it is different. But I still think there is still something here.
I am certainly going to be more diligent about not simply recycling questions. I also need to draw a harder line with students who just want me to tell them an answer to an old question, rather than actually helping them to think through how to solve it. This is a danger of running revision tutorials.
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