Teaching how to prepare for exams

Using the students as teachers is a good idea. That way they share ideas, insights and are prepared. I recently wrote this post “Meet the study tubers“.

What if all the students at our school made revision videos for their peers? What if they had videos for every difficult topic in the courses they are taking? Most written exams in Norway allow the students to bring laptops. Actually, in most written exams you have to bring your laptop. And even if there are only a few exams where you are allowed to the use of the Internet, you can download the useful videos on your hard drive. And you are able to use your headphones when taking the exams. So why not? Should we get to work?

Well, that is just what we did and here are some examples. All three use different media to present. In addition to that, I found this post written by Elisabeth Farstad, a teacher at Ås high school in Akershus, Norway. She shares her thoughts about the previous exams, and what to be aware of for teachers and students. I recommend using the article she includes in your last work with your students. She includes an article where she offers;

For both courses, you will find an overview of the topics and tasks that have been given on the last six exams. I have commented on aspects of the different tasks that seem to pose particular challenges, for instance: What is meant by the terms and phrases used in exam tasks, such as “language features and literary devices” and the command terms “discuss” and “comment on”? And what does it mean when the long answer task says to “use” the attached material?

In addition, I have suggested strategies for “unpacking” the question and for improving the argumentation in long answers, two common weaknesses pointed out by examiners. As a resource for teaching text analysis (task 1a) there is a step-by-step recipe that you can use with your students in class.

Model texts

I have also included three “model texts” to illustrate how some short answer tasks can be solved; a text analysis (task 1a), a commentary on a cartoon (task 1b) and a commentary on statistics (task 1b)


Oral exams







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