The more you know ahead of time, the less you will be taken by surprise on the day of the exam.
If you know how many questions, what the format is, and/or how much time you will have, you can start to mentally prepare for the exam much more so than if you are coming in with no information. There are two more important aspects that you may or may not know: a) what will be covered or asked on the exam; b) how the exam will be scored. Obviously, the more you know about what will be covered, the easier it is for you to be able to prepare for the exam.
In conclusion, the more information you have about the exam, the better you can prepare for content, allocation of time spent on aspects of the exam, and the more confident you will be in knowing how and when to attempt to answer questions.
Before the exam, it is important to prepare your brain and body for optimal performance for your exam. Do not cram the night before. Get a good night’s sleep. Make sure you eat (nutritiously) before the exam. Exercising or going for a walk before the exam may also help you get in the right mindset.
It’s easy to put off studying if it’s not something we schedule. Block specific times and days for studying. Put the times on your calendar. Stick to the schedule.
Some students study best in the morning and some at night. Some excel at a coffee shop, and others at the library. The place and time in which students often study is usually the most convenient for them. Students often find convenient places and times may also be full of distractions and thus are not good choices for them to study. It’s worth the effort to study at the time and place that will be most productive for you. For most students, it is best to turn off the cell phone and TV and to keep off the Internet (and social media) unless it directly relates to your work.
Most students more or less take what they can get when it comes to study areas. Schools usually offer a variety of nooks and crannies for students to hunker down and get their assignments done. Western's Learning Commons is a good place. Many common areas elsewhere on campus have tables, chairs, couches, and lounges to accommodate learners. But most students end up doing the majority of their out-of-class work at home.
Home environments may be limited in terms of providing all of the recommended aspects of a good study space, but many of the recommendations can be either implemented or adapted from what a student has on hand or what can be improvised no matter what environment he or she is living in. Elements conducive to a more effective study/homework experience include such things as good lighting, ample supplies, comfortable seating, adequate space, and personalizing the study area to add a touch of inspiration and motivation.
Text in this section is excerpted and minimally adapted from "Chapter 20: The Basics of Study Skills," by Dave Dillon, Phyllis Nissila in Blueprint for Success in College and Career. CC-BY.
Image is “Cluttered desk” by OpenClipart-Vectors, Public Domain, CC0
This is something that takes a lot of time: there is no shortcut for it. Students who skip putting in the time and work often end up cramming at the end.
Preview the information you are trying to memorize. The more familiar you are with what you are learning, the better. Create acronyms like SCUBA for memorizing “self-contained underwater breathing apparatus.” Organizing information in this way can be helpful because it is not as difficult to memorize the acronym, and with practice and repetition, the acronym can trigger the brain to recall the entire piece of information.
Flash cards are a valuable tool for memorization because they allow students to be able to test themselves. They are convenient to bring with you anywhere, and can be used effectively whether you have one minute or an hour.
Once information is memorized, regardless of when the exam is, the last step is to apply the information. Ask yourself: In what real world scenarios could you apply this information? And for mastery, try to teach the information to someone else.
Besides clues to help you determine the pattern or topic of a question or reading, there are clues to help you figure out the meaning of specific words that are unfamiliar to you. Here are the five most common:
Text in this section is excerpted and minimally adapted from "Chapter 25: Context Clues and Close Reading in Literature," by Phyllis Nissila in Blueprint for Success in College and Career. CC-BY.
Look for qualifiers. A qualifier is a word that is absolute. Examples are: all, never, no, always, none, every, only, entirely. They are often seen in false statements. This is because it is more difficult to create a true statement using a qualifier like never, no, always, etc. For example, “All cats chase mice.” Cats may be known for chasing mice, but not all of them do so. The answer here is false and the qualifier “all” gave us a tip. Qualifiers such as: sometimes, many, some, most, often, and usually are commonly found in true statements. For example: “Most cats chase mice.” This is true and the qualifier “most” gave us a tip.
Make sure to read the entire statement. All parts of a sentence must be true if the whole statement is to be true. If one part of it is false, the whole sentence is false. Long sentences are often false for this reason.
Students should guess on True or False questions they do not know the answer to unless there is a penalty for an incorrect answer.
Think of multiple choice questions as four (or five) true or false statements in one. One of the statements is true (the correct answer) and the others will be false. Apply the same strategy toward qualifiers. If you see an absolute qualifier in one of the answer choices, it is probably false and not the correct answer. Try to identify the true statement. If you can do this, you have the answer as there is only one. If you cannot do this at first, try eliminating answers you know to be false.
If there is no penalty for incorrect answers, my suggestion is to guess if you are not certain of the answer. If there is a penalty for incorrect answers, common logic is to guess if you can eliminate two of the answers as incorrect (pending what the penalty is). If there’s a penalty and you cannot narrow down the answers, it’s best to leave it blank. You may wish to ask your instructor for clarification.
Answers that are strange and unrelated to the question are usually false. If two answers have a word that looks or sounds similar, one of those is usually correct. For example: abductor/ adductor. If you see these as two of the four or five choices, one of them is usually correct. Also look for answers that are grammatically incorrect. These are usually incorrect answers. If you have to completely guess, choose B or C. It is statistically proven to be correct more than 25 percent of the time. If there are four answers for each question, and an exam had standardized the answers, each answer on the exam A, B, C and D would be equal. But most instructors do not standardize their answers, and more correct answers are found in the middle (B and C then the extremes A and D or E). “People writing isolated four-choice questions hide the correct answer in the two middle positions about 70% of the time.” This is 20 percent more correct answers found in B or C than a standardized exam with equal correct answers for each letter.
Although less common than the other types of exams, you will likely see some matching exams during your time in college. First, read the instructions and take a look at both lists to determine what the items are and their relationship. It is especially important to determine if both lists have the same number of items and if all items are to be used, and used only once.
Matching exams become much more difficult if one list has more items than the other or if items either might not be used or could be used more than once. If your exam instructions do not discern this, you may wish to ask your instructor for further clarification. I advise students to take a look at the whole list before selecting an answer because a more correct answer may be found further into the list. Mark items when you are sure you have a match (pending the number of items in the list this may eliminate answers for the future). Guessing (if needed) should take place once you have selected answers you are certain about.
Read all of the instructions first. Budget your time and then read all of the questions. Answer the ones you know best or feel the most confident with. Then go back to the other ones. If you do not know the answer and there is no penalty for incorrect answers, guess. Use common sense. Sometimes instructors will award partial credit for a logical answer that is related even if it is not the correct answer.