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Updated: Mar 17, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
Published on: September 4, 2019
Student exam analysis (debriefing) promotes positive changes in exam preparation and learning.
Terence G Favero1, Nora Hendricks2
1Department of Biology, University of Portland, Portland, Oregon favero@up.edu.
Students who conducted a comprehensive out-of-class exam debrief significantly improved their exam performance. This self-regulated learning approach helps prevent future mistakes by focusing on missed questions and study strategies.
Area of Science:
- Educational Psychology
- Academic Performance
Background:
- Traditional in-class exam reviews often focus on content rather than individual error prevention.
- Instructor-led reviews may not adequately address how students can avoid similar mistakes in the future.
Purpose of the Study:
- To investigate the impact of comprehensive out-of-class exam debriefs on student academic performance.
- To identify common student errors and effective self-selected learning strategies.
Main Methods:
- Students engaged in a detailed out-of-class debriefing of their first exam.
- A control group did not conduct this comprehensive debrief.
- Analysis of common mistakes and student-reported learning strategies.
Main Results:
- Students who performed the out-of-class debrief showed significant improvements in subsequent exam performance.
- Common student mistakes on exams were identified.
- Frequent self-selected strategies for learning improvement were documented.
Conclusions:
- Comprehensive, self-regulated exam debriefs enhance student learning and academic performance.
- Focusing on missed questions and study behaviors promotes self-regulated learning.
- Out-of-class debriefing is a more effective strategy for preventing repeated exam errors than traditional reviews.
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