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Using Post-assessment Activities for Task Analysis

line drawing of a brain with a lightbulb in it
Photo Credit

Credit: © Olga Rai /

Use a simple form with low-stakes assessments to help students analyze their results and think about how to improve their study plans. The kind of form pictured below (based on one developed by C. Book at Lubbock Christian University and best used with assessment questions that align with lesson objectives) can be used along with a short assessment and then again after the correct answers have been revealed. First, students mark the form as they are taking the assessment to show whether they are confident or unsure of each of their answers. Later, when answers have been revealed, students can consider their choices for each question, discover how they’ve done, and mark the form to indicate whether each mistake was simple or indicative of a larger problem. Following up with students to review appropriate study strategies and to offer clarification and assistance is essential.

  1. As you work on the assessment activity, mark each question as "confident" or "unsure" depending on how you felt about your answer.
  2. After the answers have been revealed, indicate which questions you got right and wrong.
  3. For answers you got wrong, consider if you made a simple mistake or if you really don't get it.
  4. Determine your strengths, highest priorities for studying and review, and where you need help.
  5. Document how you prepared for this exam.
  6. Set some learning goals and determine what study strategies might help you meet those goals. Ask for help!
Assessment Analysis table
Problem # Confident Unsure   Right Wrong Simple Mistake Don't get it
1     -        
2     -        
3     -        
4     -        
5     -