Exam Preparationand Performance

Jennifer ZimmermanAssistant Director

Academic Resource CenterMercer University

http://faculty.mercer.edu

When Do You Start Studying for an Exam?

On the first day of class!

How?

Read your syllabus with a fine tooth comb

Write in your exam schedule on your semester planner

Stay on top of your coursework from that day forward

Never Stop Studying for the Exam

Do all your work thinking about how you can make it easier to study for your next and final exams

Design your notes so that they can easily be reduced into useful study summaries

Listen in class so you know exactly what will be on the test

Take time to generate questions that will help you recite and reflect on the material to be tested

Record – make notes legible and complete

Reduce – write questions, cues, and vocabulary in cue column; prioritize with silver dollar system (Pauk, p. 114)

Recite – test self with verbal or written exercises based on cue column and summary

Reflect – expand and analyze implications; generate searching questions

Review – utilize summary to locate selected topics for repetitive recitation

Use Cornell Method Notes and Follow these Study Steps:

Steps Read Convert to a question Test

Benefits Involved Feedback Motivation

Distinctions More than re-reading Cultivates recall over and above simple

recognition

Recitation as a Rehearsal Strategy

Create Summary Sheets that:

Fold over to display questions and cover up answers (or use index cards) – repetition and recitation

Focus on silver dollar prioritizations, summaries, and some cue questions - reduction

Relate to questions that are of particular interest to you – reflection

Motivation

Conceptual organization

topical

categoricalPauk, p. 355

http://muskingum.edu/~cal/database/Testprepg.html

Visual Organizers Use your own words and representations Organize to reduce information to a manageable

amount without losing conceptual depth Prepare tools for rehearsal strategies

CARDS (Nist & Holschuh, pp. 225-8) Concept maps and charts Compare/contrast charts Flow Charts Time lines Fishbone maps Spider maps Word maps Frayer models Color coded notes

http://muskingum.edu/~cal/database/Testprepb.html

Memorization Techniques Association – link new information to prior

knowledge or experiences Rehearsal – use different learning modalities Relevance – make the information meaningful to your

personal beliefs or to a broader understanding of the course

Mnemonics – if you are an auditory learner, use songs instead of simple lists or words

Clustering – give in to the 7 plus or minus 2 rule and find logical groupings that streamline what you have to memorize

Self-testing – practice putting yourself in a testing situation

http://muskingum.edu/~cal/database/Testprepb.html

Be Prepared to Get the Most Out of a Study Group

Legible notes and summary sheets can be shared

Pre-defined questions will expedite group study sessions

Questions written at the time that material is first learned will be more accurate memory refreshers

Comparing questions will allow the group to quickly identify different and/or erroneous interpretations of the subject material

Partner testing involves teaching, a more reflective method than recitation

Verbal elaboration promotes long term memory retention

Explanations require the speaker to understand the topic being discussed

Study group partners must expect each other to operate at a high level of thinking

Why Study in Groups?

Find out first: Format – objective or subjective Value and length Time and place it will be given – make-up policy Topic, chapters, and readings covered Focus on class lecture, readings, and/or lab Open-book or closed-book Cheat sheets allowed Special tools allowed or required Who will grade the exam Will partial credit be given Will spelling and grammar mistakes count against

grade

Anticipate the Test

http://muskingum.edu/~cal/database/Testprepc.html

Start studying 3-4 days prior to the test with the following completed

Reading Study materials such as summary sheets,

concept cards, timelines, etc. List of important concepts that will appear on

the test Study plan spelling out

how with whom when where

Prepare Deliberately

Give Yourself a Healthy Edge

Relax the night before the exam

Do not cram

Get at least 6 hours of sleep

Get up early (as much as 3-4 hours) the day of the exam

Shower, eat breakfast, and take a brisk walk to focus your concentration

Review notes, books, and study materials

Take a pen, your notes, and books to the testing site so you can study

Take your watch if you prefer to use it to track your time

When you receive the exam, take a deep breath and relax

Read, analyze, and follow test instructions

Write legibly, use a pen, and leave extra space so that the grader can read your exam easily

Start the Test on the Right Foot

Scan the entire test Check content Circle key words and underline important

phrases Gauge relative values of questions based on

assigned point values Answer questions you are sure of first

Only write down answers that are correct so you will return to uncertain questions later

Build your confidence and let your memory trigger recall of other information

Approach the Test Carefully

Calculate how much time you will need to review the test

Spend the appropriate amount of time on each question based on point value

Move on and finish the test and come back later to questions left unfinished

Pace Yourself

Pay attention to interrelated statements and questions that could help you recall information for other questions

Answer every question even if you have to guess

Guess only after you have answered every question that you can

Use common sense in your guesses, but also stay on topic

Don’t Give Up on Any Questions

Save enough time at the end of the exam to review your answers

Make corrections and additions in the extra space you left around your answers

Check that you have understood the questions correctly

Check that your answers are accurate and complete

Take a Final Look at Your Work

Behavior Olympic Gold Medalist

Master Test Taker

devises plan based on a specific goal

e.g. gold medal in 100 meter

e.g. “A” on Psych 101 test

breaks tasks down

trains differently at different stages

concentrates on pieces for study

works persistently toward goal

does one thing toward goal each day

does one task for an “A” each day

Behavior Olympic Gold Medalist

Master Test Taker

takes advantage of all opportunities

does not miss workouts

attends all classes and reviews

warms up arrives early and runs practice laps prior to workouts, practices, and the event

arrives early and rehearses material before classes, reviews, and the test

Behavior Olympic Gold Medalist

Master Test Taker

identifies weaknesses and takes corrective action

e.g. stamina e.g. note-taking

learns from the competition (other participants)

watches other runners and learns techniques

watches other students and learns new study skills

Behavior Olympic Gold Medalist

Master Test Taker

is nervous before big performance

recognizes that nervous energy can be channeled into physical energy

recognizes that nervous energy can be channeled into mental alertness

maintains health cares for self mentally as well as physically

cares for self physically as well as mentally

maintains self-esteem

realizes that winning is not the only thing

realizes that grades reflect how one takes tests and do not define the person

Evaluating Your Performance What strategies did you use? How much time did you spend studying beyond your

normal schedule? When did you begin preparing for the exam? Did you stick to your study plan? Did you earn the grade you were aiming for? Did anything outside of your preparation affect how you

performed? Was there anything unexpected on the exam? Do you understand how your exam was graded and how

you can improve on the next exam? If you master the material on this exam, will you be

adequately prepared on these topics for the final?

Center for Advancment of Learning, Learning Strategies Database. Muskingum College © 1998 <http://muskingum.edu/~cal/database/Database.html>

Nist, Sherrie L. and Jodi Patrick Holschuh, Active Learning: Strategies for College Success. Needham Heights: Allyn & Bacon, 2000.

Pauk, Walter, How to Study in College. 7th ed. Boston: Houghton Mifflin Company, 2001.

References