Unit 1 Test Evaluation

 

After you have reviewed your Unit Test, fill in all blanks and turn in. Complete entire form.

 

Name ___________________ Class time__________ Student Number_____

 

Unit Test number ________               Test Grade______

Daily average ?  ________  How many absences do you have?____

 

Choose the appropriate question for your test score.

 

If you made an A: What did you do that you will do again? If you missed questions, why did you miss those specific questions?

 

 

If you made a B: What did you miss and why? Are you satisfied with that score? If not, what will you do differently next time?

 

 

If you made a C:  What did you miss and why? Are you satisfied with that score? If not, what will you do differently next time?

 

 

If you made an F: Please explain why.  What can I do to help you do better next time? What can you do to make sure you do better next time. Is there a problem I should know about?  What is your plan of action?

 

 

 

I wish my instructor would:

 

 

I wish my instructor wouldn't:

 
What can I do as a student to make this a better class?

I could do well in this class if: 

 

Is your master schedule working?

 

 Did you follow up your planned and reality section or have you totally abandoned the idea?

 

If you have not followed your master schedule, explain what you are willing to do within that framework? _

 

 If you are following it, tell how it working and what adjustments you have had to make.__

________________________________________________

 

Learning Outcomes For Unit One: Orientation

Put an X in the line to indicate the Outcomes you have accomplished.

 

  ___

  • Students can describe some survival strategies for college students such as what is expected of college students, a basic technique for note taking, textbook reading.

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  • Students can determine study strategy strengths and weaknesses by using the LASSI ( Learning and Study Strategies Inventory)

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  • Students can demonstrate time management strategies including constructing a Master Schedule for the semester.

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  • Students can present a solution to a given problem using the decision making process.

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  • Students can determine the difference between fact and opinion.

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  • Students can develop questions that use lower and higher order thinking skills using Bloom's taxonomy as a guide.

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  • Students can identify their locus of control and develop a plan for improvement if necessary.

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  • Students can write goals for various areas of their lives that are specific, measurable, challenging, realistic and have a completion date.

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  • Students can email their instructor and can search the Internet for supplementary information of class topics.

  ___

  • Students can analyze a case study and construct advice for a student having difficulty coping with time management, decision making, and goal setting.

 

 

We have learned some strategies to help you save time and study more effectively. Below you are asked to list at least one strategy from each chapter that you will try to use. Explain it as if you were explaining it as a tip for another student.

 

Success Tip from Time Management

 

 

 

 

 

Success Tip from Critical Thinking

 

 

 

 

 

 

Success Tip from Goal Setting

 

 

 

 

(Now record these on the inside back cover of your textbook)