Chalinze – Solved Exams | Form Four | Pre-Mock 2026 – Download Exams with Answers
Form Four | Pre – Mock Examinations – May 2026
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The interest in the content is typical of a deep approach, but the alertness to assessment requirements is typically strategic (Entwistle, 2000). A deep strategic approach to studying is generally related to high levels of academic achievement, but only where the assessment procedures emphasise and reward personal understanding. Otherwise, surface strategic approaches may well prove more adaptive. Entwistle proposes parallel conceptions of understanding/learning and of teaching, both of which move from “surface” at one end of the spectrum to “deep” at the other. The implication is that the deep approaches to teaching and also to design of assessment tasks are needed to promote deep learning.
Interviews with students on everyday studying drew attention to the pervasive influence of assessment procedures on learning and studying. They suggested the need for an additional category – strategic approach – in which the intention is to achieve the highest possible grades by using organised study methods and good time-management (Entwistle & Ramsden, 1983). This approach also involves monitoring one’s study effectiveness (Entwistle, McCune & Walker, 2000) and an alertness to the assessment process, aspects which are akin to metacognitive alertness and self-regulation (Vermunt, 1998; Pintrich & Garcia, 1994). Interviews with students suggest that strategic students have two distinct focuses of concern – the academic content and the demands of the assessment system.
