1. Reverse-Engineering Exam Questions
A technique I have used and developed from a staff INSET session.
Andy Pinkett
The Oakwood Academy

2. This method involves… Showing a figure from an exam question.
Inviting pupils to come up with and predict questions based on the figure.
A discussion of the questions and asking each other.
Later, completing the actual exam question which included the figure.

3. An activity given as part of a revision lesson on the GCSE Forces topic.

4. “What is the relationship shown by the graph?”
“Draw another line on the graph to show how thinking distance changes with speed for somebody who is drunk.”
“What is the relationship shown by the graph?”
“What is meant by thinking distance?”
“How fast is it going if the thinking distance is 10m?”
“What is the thinking distance at 30m/s?”
“Describe how the speed of the object changes.”
“What is the object?”

5. “Speed is directly proportional to thinking distance”
“It changes at a constant speed.”
[Steeper line drawn]
“Distance travelled while thinking.”
“20m”
“15m/s”
“Constantly increasing.”
“A car.”

6. So far…
Pupils have thought more deeply about the setting of exam questions.
Pupils have considered mark allocation and therefore the detail required of an answer.
HA pupils have thought about common misconceptions and errors made in exam situations.
I have found out the level of understanding of different groups of pupils.
We have unpicked some general revision of the topic.
We have considered proper exam language and how to word answers appropriately.

7. Later on, pupils were given some exam questions.
Already asked by pupils.
Discussed when followed up from a question.
Application of revision that came from the analysis.

8. The Impact
Allows discussion and revision of key points and information.
Practices deeper levels of thinking for the pupils than just recalling or applying facts.
Develops examination technique.
Increases the confidence of pupils when confronted with data or unknown figures in an exam situation.