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|Description||In Exam Literacy: A guide to doing what works (and not what doesn’t) to better prepare students for exams, Jake Hunton focuses on the latest cognitive research into revision techniques and delivers proven strategies which actually work.|
|Categories||Secondary, Higher, Teaching and Learning, Teaching staff, In school|
|Learning outcomes for participants/users and, where relevant, pupils or students||
In Exam Literacy: A guide to doing what works (and not what doesn’t) to better prepare students for exams, Jake Hunton focuses on the latest cognitive research into revision techniques and delivers proven strategies which actually work.
‘Read, highlight, reread, repeat …’ – if such a revision cycle sounds all too wearily familiar, you and your students need a better route to exam success. And in light of the recent decision to make all subjects at GCSE linear, so that students will be tested in one-off sittings, it will be even more important that students are well equipped to acquire and recall key content ahead of their exams.
Suitable for all teachers looking to improve their students’ exam results.
|Evidence underpinning this approach||
In this wide-ranging guide to effective exam preparation, Jake Hunton casts a careful eye over a wide range of research into revision techniques and details the strategies which have been proven to deliver the best results.
"By designing writing tasks which were summative assessments and then expecting students to improve on their next summative assessment, I was confusing learning and performance. Daisy Christodoulou (@daisychristo) notes that learning is about storing detailed knowledge in long-term memory whereas performance is about using that learning in a specific situation. The two have very different purposes."
Source: Daisy Christodoulou, Making Good Progress? The Future of Assessment for Learning (Oxford: Oxford University Press, 2016), pp. 42–43.
With plenty of practical suggestions and subject-specific examples, Exam Literacy provides teachers with user-friendly advice on how they can make the content they cover stick, and shares up-to-date, evidence-based information on:
|How users/participants can evaluate success||
The book also shows how the proven revision strategies which Jake details could work alongside subject content, and explores the overlap between the use of revision strategies in and out the classroom – suggesting ways to fill any learning gaps. As an additional focus, Jake discusses why teachers may be better off delivering their own revision (or ‘revisiting’) strategies as part of the normal flow of their teaching of the curriculum rather than resorting to after-school revision sessions or outsourcing to revision companies.
|Follow-up activities and support||
Jake Hunton is head of modern foreign languages at Heart of England School in Solihull and believes in combining passionate, engaging and fast-paced teaching with a focus on the highest achievement for all students.
Jake can be contacted here: https://twitter.com/jakehuntonMFL
Review comments received include: UKEdChat, Oliver Caviglioli, Richard Gill, Kris Boulton and Andy Tharby.