Sort test errors into slips and gaps

Errors are productive when they're analysed rather than just corrected (Metcalfe, 2017), but most post-test reviews treat all errors alike. The highest-value ten minutes after any assessment: students sort their own lost marks into slips (knew it, botched it), gaps (didn't know it), and misreads (answered a different question). Three columns, three different remedies. (Manning's error-analysis-protocol skill runs this as a structured routine.)

In practice

• Slips get a checking routine (estimate first, re-read the question last); gaps go on the revision list; misreads get a highlighting habit.
• Collect the class tallies: mostly slips means exam technique work; mostly gaps means reteach. The same total mark can mean opposite things.
• Watch the student who calls every gap a slip: "I knew it really" is the illusion of competence wearing a costume (see "Ask how sure they are").