The study of 165 current pupils, adults and teachers, also found that teenagers
approach reading exam texts very differently from reading for pleasure.
Not exact matches
When Bishop examined the effects of high - school exit
exams, one traditional form of external accountability, on intrinsic motivation by comparing whether students subjected to this
approach engaged in less
reading for pleasure or were more likely to associate learning with rote memorization, he found no evidence that accountability undermined natural curiosity and even found some evidence of the opposite.
... I spent my first year at GW trying to write well, trying to really «learn» the material, and I didn't get a single «A.» My second year, in contrast, I didn't do much
reading and I
approached the
exam with a «get more points» mentality — before the
exam, I would go over old
exams and construct detailed lists of «points» to hit on for each topic, and would try my best to find a case to cite for each.