I explained in my previous blog the exact reasons why students struggle so much with the highest cognitive performance ‘Evaluation’ level essay titles and exam questions.
(And the fact that these are the Qs that every student should be perfecting because:
1 >> they’re worth the most marks, and 2 >> they give students access to the highest marking criteria in rubrics).
So that’s why this week, I’m giving you a very specific strategy to help your teen deal with those high level ‘Evaluation’ essays and exam Qs.
I’m letting you in on the EXACT words that’ll help ANY student:
– make sense of these Qs,
– know exactly what they’re really asking
AND
– be able to clearly and easily structure a response accordingly.
> Looking for Part I to this blog?… It’s HERE! <
Which exam questions and essay titles do students dread the most?
The ones that are also (unfortunately for those students) almost always worth the most marks?
Yep, it’s those Qs right at the top of the pyramid of Bloom’s Taxonomy and Marzano’s Taxonomy – the evaluation level Qs.
And I explained in my previous blog the exact reasons why students struggle so much with these types of essay titles and exam questions.
So, if you haven’t already watched that, then I’d recommend you check that out HERE,
because this week I’m going to give you a specific strategy to help your teen deal with those high level ‘Evaluation’ essays and exam Qs.
So stick around because I’m letting you in on the EXACT words that’ll help ANY student:
– make sense of these Qs,
– know exactly what they’re really asking
AND
– be able to structure a response accordingly.
So, if you watched my last video, you’ll know how evaluation Qs are worded and that they require students to make a JUDGEMENT.
Here’s the strategy for how to do that in words, on paper:
They need to consider or turn the wording of the Q into
– TO WHAT EXTENT –
and craft their essay or answer around that.
Examples:
So, instead of “evaluate the experiment” – turn it into:
To what extent was the experiment accurate and reliable?
Instead of “Y leader was influential in X event. Discuss” – turn it into:
To what extent did Y leader influence X event?
Or change “assess the success of the director in persuading the audience to agree with their point of view “– change it to:
To what extent was the director successful in persuading the viewer to agree with their message, or understand their point of view?
“And how do you answer THAT?” I hear you ask.
Well, given that wording, now their thesis statement or key point to focus on will be one of 3 responses of:
- Yes / totally / very successfully.
(Depending on the wording or topic of the Q)
– and then here are the reasons why and supporting evidence …
OR
2. No / not at all / or was not successful – and here’s why… (reasons and supporting evidence)
OR
3. To some extent – and here are the two sides of the argument.
So in summary, responding successfully to these types of questions involves 2 key things:
>>> Changing the wording or considering the Q to be a ‘to what extent’ question,
and then
>>> Responding in one of those 3 ways – yes, totally, and here’s why – no, not at all, and here’s why, or to some extent and here are the two sides
I know this is a very practical and actionable specific strategy, (probably one of the best that I’ve given away for free!) so if you know others who might also find this tip useful, please feel free to share this video – forward the email, share the video link, post it on social media… and until next week, let’s make this a fantastic week!
**** If your teen would LOVE all the quick and practical, immediately actionable strategies to get them writing quality essays and exam answers, smoothly, confidently and successfully, then you definitely need to check out my 10 Week Grade Transformation Program!
