Critical thinkingExecutive Education

Understanding Professors’ Approaches In Exams

High-school graduates do their best to be accepted into a good university and struggle to make a good impression in the interview. What happens when someone is finally accepted and the semester comes to an end? Now, students will have to take exams to pass, and many of them care about their grades. It is those who care for their performance that are more ambitious and are likely to chase a career in the future. This category of students will focus not only on the effort they have to make to comprehend the topic they are being taught. They will also focus on what professors want. Taking a moment to see how in particular, they will structure the exams of the lesson they teach will help college students feel more comfortable about the approach they will have on their behalf regarding the exams. Today, we will talk about how the professors of tomorrow’s CEOs will try to make them the best in their field by organizing the exams properly.

The type of questions to expect
The ways the teachers have to implement their questions are numerous. Multiple-choice, short questions, and all kinds of stuff. Depending on each professor’s lesson, they are likely to choose different ways to evaluate their students. Some topics are rather simple and do not demand a lot of thought. Here, it is possible to meet many questions like ”right and wrong” and multiple choice. Some multiple-choice questions may demand a lot of thought, though. The student may not be able to answer unless they make some calculations while the clock is ticking and they seem to run out of time. At this point, the professor does not expect you to find a precise answer, but they want you to make a quick guess by evaluating approximately which direction you must go. Mechanics tend to do that a lot. Scientists have to be precise in the results they give, and usually, this is the mindset they are being taught all along the way. Mechanics, of course, have to be able to do precise calculations, but they also have to be able to respond quickly when asked about things like ”How much will it cost to build this house?” The key here is that people are asked to have a perception. Multiple-choice questions that are hard to answer or have many answers that are very similar to each other should ring a bell to all candidates. Teachers do not want to check how accurate, fast, or precise you can be. They want to see if you have perception and can have a quick guess without having to make all the calculations or check if you can handle stressful situations without panic. If the answers are very similar and you cannot pick the right one, simply move on because teachers want to evaluate how you can manage your time and stress.
Yet, some lessons cannot be approached that way. Quick or even tricky questions are not always the point. Do not be surprised if you see challenging mathematical problems or questions regarding a historical event that demand critical thought. At this point, the teacher will probably want to see two things. The first one is the mindset. It is important that for everything you write, you provide an argument or an explanation about why you think this is right. In other words, professors want to evaluate the process. The next step is to be able to give a final answer. If it is a mathematical problem, the teachers will want to see a clear number at the end of the paper implying that you had the right mindset and you were disciplined enough to make all the calculations correctly. If it is something like a historical event, etc., professors will expect you to justify your critical thinking based on the historical events that took place. This allows the teacher to ensure you know the topic you are writing about. Finally, it assures that your personal opinion can be objective as long as you are aware of the events and you are willing to address them in order to create a solid opinion.


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