Test-taking:
Preparation and Strategies
Sources: Dynamic Learning Systems
Learning Success, Wahlstrom & Williams
Organizing Thinking, Parks and Black
Orientation to College Learning, Van Blerkom
The Owner’s Manual for the Brain, Howard
Tests: Self-Assessment
Place a checkmark by each statement that is usually true for you.
___ I complete my reading and assignments well before the exam so I have time for
review and study.
___ I use my previous exams to help me prepare for finals.
___ I make sure I know what topics will be covered on the exam.
___ I create self-tests as a way of studying for exams.
___ I space my test study time over a period of several days (or weeks for mid-terms/finals).
___ I plan my exam review/study time.
___ I create study cards.
___ I make up possible objective and essay questions before an exam.
___ I write out essays before the test if the teacher gives possible questions.
___ I review by reciting out loud.
___ I use memory techniques to help me remember the material.
___ I get plenty of sleep the night before an exam.
___ I reduce the number of hours I work or other responsibilities before final exams.
___ I carefully read all of the directions before I begin to answer the questions on an exam.
___ I eliminate wrong answers on multiple-choice exams.
___ I remind myself to breathe and use stress-reducing strategies during exams.
___ I don’t leave questions blank unless I am penalized for wrong answers.
___ I use strategies to help figure out the correct answer when I am unsure of it.
___ I stay until the end of the exam time.
___ I organize my response to an essay question answer before I begin to write.
___ I go back over the entire exam before I turn it in to make sure I followed the directions, that
my handwriting is easy to read and to review my answers.
___ I don’t make careless errors on my exams.
___ I review my exams after they are graded to find out what I did correctly and where I
need to improve.
___ I find the correct answers to questions I missed on the exam.
Use Active Study Strategies
|
Strategy |
Preparation |
Review
|
|
Highlight |
Re-mark text and lecture notes, star unknowns |
Recite main points out loud
|
|
Study cards |
Create word cards, question cards, formula cards, problem cards
|
Recite out loud, shuffle and re-test, test missed items |
|
Study groups |
Select and prepare information to share with the group |
Explain your materials to other group members – take notes on others’ explanations
|
|
Text notes |
Go through text and write down main points and supporting details |
Recite information, identifying connections among ideas from headings
|
|
Summaries |
Go through text and lecture notes to identify the ‘big picture’ |
Recite out loud
|
|
Concept maps (Mind maps) |
Create from text or notes |
Draw from memory
|
|
Study sheets |
Select, condense and organize material from text and lecture notes
|
Recite out loud |
|
End of chapter questions |
Write out answers |
Practice reciting answers
|
|
Self-tests |
Select information and create test
|
Take test in writing and/or out loud, then re-test |
|
Anticipate essays |
Predict specific essay questions, plan and prepare answers |
Practice reciting main points and writing out answers.
|
|
List of 20 |
Create a list of 20 things you think will be on the exam, include the actual information (not just the topic)
|
Write and/or recite your ‘top 20’ and the supporting information. |
|
Charts, maps, diagrams |
Practice re-creating charts to memorize the facts |
Re-create from memory
|
Create Your Own Test Questions
1. Use the reporters questions: Who? - What? - Where? - Why? - When?
2. Use academic terms for higher learning:
Analyze Explain the major parts or process of something.
Apply Show function in a specific context.
Compare Show similarities.
Contrast Show differences.
Criticize (Critique, Present your view (positive or negative), giving supporting evidence.
Evaluate, Examine)
Define Give the meaning, giving an example often helps.
Demonstrate Show function.
Describe Present major characteristics.
Differentiate Distinguish between two or more things.
support the main points.
Explain Show how and why; clarify.
Identify Label or explain.
Illustrate Present examples.
Interpret Explain the meaning of one thing in context of another.
Justify Give reasons why, argue in support of a position.
List, Enumerate Give several ideas, aspects, events, things, qualities, reasons, etc.
Outline Present main points and essential details.
Restate Express the original meaning of something in your own words.
Summarize Briefly present core ideas.
Trace Show the order of events.
TEST-TAKING STRATEGIES – Making the Most of Your Time
1. Write your name on the test.
Use a dark pencil, unless required to use ink, so it is easier for the grader to read.
2. Before you read the test, turn it over and write down any key words, concepts or ideas in your mind (not on a crib sheet!) 2 – 3 minutes.
- things you think might be on the test
- things you recently studied and need to get down on paper before you forget them
3. Skip the T/F and Multiple-choice questions - go directly to the questions that require long answers or lists (usually essay questions) and PREVIEW the questions. 2 – 3 minutes
- quickly write key words in the margins next to each question
- don’t begin answering them yet (unless the exam is only essay questions)
4. Answer the objective (T/F, Multiple-choice, Matching, Fill-in the blank) questions. These questions may help you when you write the essay questions. (By reviewing the essay questions first, you will recognize terms or concepts when they show up in these questions.)
- Circle or underline the key words – to clarify the question.
- Answer as quickly as you can.
- Don’t spend too much time on questions you’re not sure of – circle or star them and return to them later.
5. Essay questions are usually worth more points – if it isn’t listed on the test, ask the teacher how much each one is worth (you have a right to know).
a) READ THE DIRECTIONS
b) FOLLOW THE DIRECTIONS
c) If the directions are not clear to you – ask your instructor!
d) Answer the easier question(s) first - OR – Answer the question(s) worth the most points
first.
e) Be sure: Your answer is relevant – sticks to the question.
You answered the question completely.
1) State your position
2) Provide supporting details
3) Write a conclusion - briefly restate main points, bring to a logical ending
6. Go back and answer the questions you circled or starred – you have probably had another question about the same topics that may help you answer these.
- Unless the instructor or the test says there is a penalty for guessing – Guess!
- Even if there is a penalty for guessing – there is also a penalty for not answering a question.
7. If you have time left - Use it!
- Correct any spelling errors
- Make sure you fully understood the questions
- Review questions you were not sure about – however don’t constantly second-guess yourself
