Luke approaches you before class and expresses his frustration about having done so poorly on yesterday's exam. "I studied for hours and hours," he tells you. "I guess I'm just not a very good test taker."
You know that your test was a good measure of what you taught your students. You also know that students seldom do poorly on your tests simply because they are poor test takers. Considering the textbook's discussion of study strategies, what other possible explanation might you give Luke as to why he thought he knew the material well yet earned a low test score. And with your explanation in mind, describe a strategy you might teach him for improving his performance next time.
Luke may have had an illusion of knowing the material: He used ineffective study strategies (e.g., rote memorization) and failed to monitor his comprehension, so he thought he knew the material better than he really did. Luke needs to develop a strategy for monitoring his comprehension (e.g., self-questioning).
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