Students can project mystical ideas onto exams as if lecturers were expecting something unimaginable which they are incapable of delivering, or as if lecturers deliberately applied magical arts and mind-reading to see and mark only what the student doesn’t know. This can arise from past experience of low marks, based on an assumption that exams are for demonstrating ‘facts’ when examiners simply wanted to see a broader understanding of the subject demonstrated through argument, application or appropriate selection.
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