Activity 8: How did [Assessment 1] go?

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Activity 8: How did [Assessment 1] go?

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Student number *

In the space below, spend 5 minutes writing down everything you can think of about how the course is going so far. *

You can include how you're feeling about the course and [assessment], your effort level, how you're studying, outside factor affecting the course (positively or negatively), help you've sought (was it helpful?), friends, professor, etc.

Now review your [assessment] and learning strategies you used leading up to the [assessment].

What changes will you make, if any?

What progress have you made so far in progressing towards your SMART goals? Is there anything that you now want to change? *

Mindset toward the course

What is your current mindset towards the course? Remember your inner voice. *

Below is a collection of statements about your everyday experience. Using the 1-6 scale below, please indicate how frequently or infrequently you currently have each experience.

Please answer according to what really reflects your experience rather than what you think your experience should be. Please treat each item separately from every other item.

Almost never

Very infrequently

Somewhat infrequently

Somewhat frequently

Very frequently

Almost always

I could be experiencing some emotion and not be conscious of it until some time later.

I break or spill things because of carelessness, not paying attention or thinking of something else.

I find it difficult to stay focused on what's happening in the present.

I tend to walk away quickly to get where I'm going without paying attention to what I experience along the way.

I tend not to notice feelings of physical tension or discomfort until they grab my attention.

I forget a person's name almost as soon as I've been told it for the first time.

It seems I am "running on automatic," without much awareness of what I am doing.

I rush through activities without being really attentive to them.

I get so focused on the goal I want to achieve that I lose touch with what I'm doing right now to get there.

I do jobs or tasks automatically, without being aware of what I'm doing.

I find myself listening to someone with one ear, doing something else at the same time.

I drive places on 'automatic pilot' and then wonder why I went there.

I find myself preoccupied with the future or the past.

I find myself doing things without paying attention.

I snack without being aware that I'm eating.

Almost never

Very infrequently

Somewhat infrequently

Somewhat frequently

Very frequently

Almost always

I could be experiencing some emotion and not be conscious of it until some time later.

I break or spill things because of carelessness, not paying attention or thinking of something else.

I find it difficult to stay focused on what's happening in the present.

I tend to walk away quickly to get where I'm going without paying attention to what I experience along the way.

I tend not to notice feelings of physical tension or discomfort until they grab my attention.

I forget a person's name almost as soon as I've been told it for the first time.

It seems I am "running on automatic," without much awareness of what I am doing.

I rush through activities without being really attentive to them.

I get so focused on the goal I want to achieve that I lose touch with what I'm doing right now to get there.

I do jobs or tasks automatically, without being aware of what I'm doing.

I find myself listening to someone with one ear, doing something else at the same time.

I drive places on 'automatic pilot' and then wonder why I went there.

I find myself preoccupied with the future or the past.

I find myself doing things without paying attention.

I snack without being aware that I'm eating.

Clear selection

We will now revisit a number of statements from the first section of this module. Let's see if your thinking has changed since you started this course. Read each statement and decide to what extent you disagree or agree with it now that you're farther into the course. *

While your professor will be able to see you answers, they will not be assigning any grades to them. Your answers will be kept confidential and not shared with other students. Please answer as honestly as possible.

Strongly disagree

Disagree

Neutral

Agree

Strongly agree

My ability in this subject is something I cannot change.

When a problem gets really hard, I give up.

I feel smart when I can easily figure out a problem.

I feel smart when I can figure out a hard problem.

I get help when I get stuck on a problem.

I like to learn from my mistakes.

I feel smart when I don't make mistakes.

I will work on a problem for a really long time until I figure it out.

I'm not good at this subject.

I like to figure out new subjects that I'm not good at yet.

Strongly disagree

Disagree

Neutral

Agree

Strongly agree

My ability in this subject is something I cannot change.

When a problem gets really hard, I give up.

I feel smart when I can easily figure out a problem.

I feel smart when I can figure out a hard problem.

I get help when I get stuck on a problem.

I like to learn from my mistakes.

I feel smart when I don't make mistakes.

I will work on a problem for a really long time until I figure it out.

I'm not good at this subject.

I like to figure out new subjects that I'm not good at yet.

Revisit your plan

Select a value from 1 to 5, with 1 being not at all and 5 being yes, completely.

To what extent are you following the schedule you made at the beginning of the semester?

1

2

3

4

5

Clear selection

What changes might you make to your schedule, if any? Revisit Shaina's scheduling video in the Plan Phase section.

Use the list of study strategies below to decide which ones will be most effective as you prepare for the next assessment. *

Write down my goals where I can see them

Make a to-do list

Make a study schedule

Test myself with past exams

Read over past exams

Do practice problems

Make flash cards

Rehearse materials (memorize)

Make my own notes from other sources

Make up questions for myself or friends as I study

Copy out my class notes

Create questions to test myself with from my class notes

Read course notes and textbook

Create a concept map

Seek information from other resources (e.g. Khan Academy, library, lab manual)

Ask a friend for help

Study with a friend or group

Dedicate a full day per course to study before an exam

Spend an hour or two on each course, then switch back and forth between courses

Spread out study time during the semester

Study late into the night before a midterm or exam

Regularly change my study location

Keep the same study location

Seek out a study location that optimizes learning

Give myself rewards for studying

Required

What help could you seek to help you accomplish your plans? Help could include friends, other peers, the professor, help centres, teaching assistant. Check off the items below that apply, and add alternatives and more details (if relevant). [MODIFY as NEEDED] *

Library: The library has a number of searchable databases (for example, key chemistry databases), and many other resources (online and in print). You can also borrow technology, such as iPads and research study group rooms!

Friends: Study groups are a great way to discuss common misunderstandings, work on problems, quiz each other, and get support as you work through tough courses. List the friends you might contact to study with or to set up a study group.

Help Centres: The Help Centres are staffed by experts who can help you.

Student mentors: This is a space where you can come and meet and chat with senior students who will answer questions and share their experiences and expertise. Students in all years come to meet with Your Science Buddies, who know that all parts of life as a university student are interconnected and who have developed strategies to succeed.

SASS is uOttawa's Student Academic Support Service, which has many services to help students succeed. This may include academic accommodations.

Need to talk to someone immediately? SASS, the Student Academic Success Service, has an excellent network of immediate contacts, including emergency numbers (613-562-5411 on campus; 911 off campus) and crisis lines.

Professors: Take a look at the syllabus to see the professor's office hours. These are times that are reserved for you! It's most helpful if you come in with questions prepared, such as a problem you couldn't figure out, or a section in the class you didn't understand.

Other:

Required

A copy of your responses will be emailed to the address you provided.

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