The Hidden Curriculum of Testing: Multiple-Choice Exam Strategies
Jess Slater-Valdespín, MA
Most people working with university students have encountered it: a student who understands the course material but performs poorly on a multiple-choice exam. If prompted, the student might explain how much they studied yet cannot understand why their hours of studying did not change their usual low grade. In many of these cases, the issue is not content knowledge but unfamiliarity with how to approach multiple-choice exams strategically. These test-taking […] The post The Hidden Curriculum of