EXAM PREPARATION

1. Surveyed the material, bit by bit or section by section as well as overall. Read the material carefully for understanding Asked myself questions about the material. Recalled and recited what I read. Made notes on the concepts and key points. Reviewed the material frequently.

2. Reviewed my notes. Made sure: They were in order. They were complete. They made sense. And I understood them.

3. Decided what information needed memorizing. Practised recalling information. Did this by: Reciting aloud. Telling another person. Or writ ing the information down. Checked to be sure that what I recalled and recited was correct.

4. Found out as much as I could about the exam. Asked my tutor or instructor about the exam. Found out the time limit. Asked if it is multiple choice or essay. Found out if I can take anything into the exam. Asked if the exam format would be the same as the course quizzes. Found out what parts of the course would be covered on the exam.

5. Tried to predict what would be on the exam by noting: What was stressed by the course objectives. What concepts or issues were repeated during the course. How much time was devoted to different topics. What the tutor or instructor stressed.

6. Allowed adequate time leading up to the exam to review at spaced intervals -perhaps forty-five minutes a day. Did a final, complete review the day before the exam.

7. Made sure of the date, place, and time of the exam. Make sure the correct exam had been received by the supervisors. Tried to get a good nighfs rest every night, but especially before the exam.

YOUR MEMORY

T h e r e a re basical ly t w o s o r t s o f m e m o r y — SHORT T E R M MEMORY a n d LONG T E R M

M E M O R Y . S h o r t t e r m m e m o r y is used w h e n y o u r e m e m b e r t h i n g s l ike phone n u m b e r s

j u s t l ong e n o u g h t o dial t h e m ; n o t p a r t i c u l a r l y use fu l f o r t h e s t u d e n t hop ing t o pass

an e x a m in a f e w m o n t h s t i m e . T h e f a c t s , ideas, sk i l l s t h a t a re r e t a i n e d o v e r t i m e a r e

s t o r e d in l o n g t e r m m e m o r y . One e s t i m a t e o f t h e capac i t y o f t h e long t e r m m e m o r y

is t h a t i t can s t o r e 1 x 1 0 1 5 i t e m s , t h a t ' s one t h o u s a n d m i l l i on mi l l i on f a c t s . So t h e p r o ­

b lem is n o t t h a t o u r m e m o r i e s c a n ' t r e t a i n al l t h a t w e w a n t t h e m t o l ea rn .

THE PROBLEM LIES IN GETTING THE INFORMATION INTO MEMORY AND RECALLING IT WHEN WE WANT TO.

36

Some s t u d e n t s are n o t

a w a r e t h a t eve ryone f o r g e t s

t h i n g s a t an a m a z i n g r a t e i f

t h e y do n o t REVISE

REGULARLY. Th is g r a p h

g i ves y o u some i nd i ca t i on o f

h o w m u c h a t y p i c a l pe rson

w i l l f o r g e t w i t h no rev i s i on .

PERCENT REMEMBERED WITHOUT

A N Y REVISION AFTER INITIAL

LEARNING (a t DAY '0 ' )

6 0 %

4 0 %

2 5 %

1 1 10

h o u r day days

T i m e a f t e r in i t ia l learn ing

I t is also t r u e t h a t y o u w i l l r e m e m b e r less o f w h a t y o u have learned i f y o u t h e n go o n

t o s t u d y m a t e r i a l wh i ch is q u i t e s im i la r t o w h a t y o u h a v e j u s t done. In y o u r home s tud ies ,

d o n ' t do t o o m u c h o f t h e same s u b j e c t in o n e s i t t i n g . Doyou rsc ience , t h e n t a k e a b r e a k

w i t h s o m e F rench or d r a w i n g .

Basical ly t h e r e are t h r e e f a c t o r s w h i c h d e t e r m i n e the SPEED a n d EASE OF LEARNING.

They a re :

^ t h e INDIV IDUAL LEARNING A B I L I T Y o f t h e pe rson .

* t h e MEANINGFULNESS OF THE M A T E R I A L - t h e m o r e y o u

u n d e r s t a n d , t h e eas ier t h e l e a r n i n g w i l l be .

^ t h e S IMILARITY OF THE M A T E R I A L TO W H A T YOU HAVE JUST

LEARNED — d o n ' t c o n f u s e y o u r m i n d w i t h t o o m u c h o f v e r y s im i la r

i n f o r m a t i o n .

I t is i m p o r t a n t t o real ise t h a t no m a t t e r h o w s l o w y o u are t o learn t h i n g s in t h e f i r s t

p lace, once you know something properly you will remember it as well as anyone, i t

is t h e QUALITY o f t h e ORIGINAL LEARNING t h a t is i m p o r t a n t w h e n y o u are t r y i n g t o

recal l s o m e t h i n g .

38

M E M O R Y AIDS

HOW do y o u learn t h i ngs we l l in t h e f i r s t place?

T w o genera l po in ts f i r s t .

1) COMPLETE TASKS ARE LEARNED BETTER THAN INCOMPLETE TASKS.

So f in ish t h a t exercise before y o u rush o f f t o lunch. A n ex t ra m inu te in

class could save you a lo t o f t i m e la ter .

2) LEARNING SPACED OUT OVER A FEW DAYS IS USUALLY MORE EFFEC­

TIVE THAN ONE LONG SESSION, imagine do ing the same subject all day

a t school instead o f once a day f o r a week . In your w o r k a t home, d o n ' t

spend all n i gh t on t h e one sub jec t .

When i t comes t o learning speci f ic t h i n g s l ike f ac t s and fo rmu lae , many people f i n d

MNEMON ICS can be usefu l . W h a t is a mnemonic? All high school s tudents learn t h e

names o f t he planets o f t h e solar s y s t e m . How do you remember t h e m ? My V e r y

Easy M e m o r y Jingle Seems Useful Naming Planets. W h a t about t he Great Lakes in

t h e USA (essential knowledge a t quiz n ights)? Huron , Ontar io , Michigan. Erie. Super ior

spell HOMES i f you j u s t take t h e f irst l e t t e r . Al l t h e t r i g o n o m e t r y s tuden ts wi l l have

m e t Big Chief SOHCAHTOA.

You haven ' t? Ask your teacher f o r an i n t r oduc t i on .

CHUNKING can also be a usefu l s t ra tegy , par t icu lar ly in sub jec ts l ike c h e m i s t r y a n d

b io logy w h e r e you f i n d long l ists o f fac ts t o be learned. Instead o f t r y i n g t o learn one

l is t o f say t w e n t y wo rds , break t he l ist in to f o u r or f i ve smal ler ch unks t o learn and t h e n

s t r i n g t h e m toge the r . FOR EXAMPLE, here is a l ist o f wo rds you may be requ i red t o

lear-n on t h e sub jec t o f 'THE CHEMICAL BASIS OF LIFE' : - -

k inet ic energy CHUNK 1, learn these

po ten t ia l energy t e r m s f i r s t , covalent bond ionic bond

a t o m CHUNK 2, learn thesis nucleus t e r m s next , a tomic n u m b e r

a tomic mass

chemical e lement

isotope

molecule

ion

CHUNK 3. now learn

these and s t r i ng

the l ist toge ther .

A K E Y W O R D S l is t a t t h e back o f y o u r f i le is a handy m e t h o d t o keep t r a c k o f

n e w w o r d s and f o r m u l a e . Each n e w f a c t y o u m u s t remember is en te red under t h e ap­

p ropr ia te sub jec t key w o r d s l is t . Keep t h e KEY WORDS t o the l e f t and t he DEFINITIONS

t o t h e r i g h t o f t h e page so t h a t de f in i t i ons can be easily covered wh i le you revise or t e s t

yourse l f .

As an example , you r Key Words l ist m i g h t look someth ing like th i s :

K E Y WORD DEFINITION

CELL A un i t o f s t ruc tu re and func t ion o f an

organ ism.

ARTERY A large, muscular vessel t h a t carries

b\oo6 away f r o m the heart.

HEREDITY The t ransmiss ion of t ra i ts f rom parents

to o f f sp r i ng .

FLASHCARDS serve t h e same purpose as a key words l ist. They can be in t he f o r m

o f a notebook or a set of cards, maybe old compu te r cards. One side contains the KEY

WORD, t he reversena DEFINITION or SET OF PROPERTIES. Three examples m i g h t be:

(i) f o r spell ing (ii) f o r fo rmu lae

oc sion occasion area o f t r iang le

area o f A = Vz base x h t = Vz a b sin C

(iii) f o r def in i t ions

neuron nerve cell

Keep your f lashcards on hand fo r those spare m inu tes or ask your parents t o tes t you

whi le you do the dishes. Computer b u f f s can readily w r i t e programs to do t he same task.

Some Additional General Points:

• Learn small amounts at a t ime . Do no t j u s t read over your notes.

• Repeat key points several t imes, preferably aloud.

• Associate new knowledge w i t h old knowledge.

• Study w i t h a pen in hand — always take notes or add to your notes.

42

IN SU MMARY, to help you remember things better or to learn them more quickly in the f i r s t place, these are the main points:

1 . UNDERSTAND THE INFORMATION you are t r y i n g t o learn.

2 . DON'T DO TOO MUCH OF THE ONE SUBJECT I N

THE SAME SESSION.

3. COMPLETED TASKS are more easily remembered.

4 . MNEMONICS, CHUNKING, K E Y WORDS and FLASHCARDS can be usefu l f o r fac ts and formulae.

T E S T - T A K I N G S T R A T E G I E S

(for secondary s tuden ts )

C 1) P rev iew the test be fore y o u beg in . A r e y o u e x p e c t e d to a n s w e r al l t he

ques t i ons or j us t a cer ta in number? Do s o m e q u e s t i o n s coun t m o r e (

t han o the rs? Read.d i rec t ions carefu l ly .

2) S k i m qu ick ly o v e r all ques t i ons .

3) P lan vou r t ime accord ing to the po ints e a c h ques t i on is w o r t h . If

the re a re 100 po in ts on the test, d iv ide y o u r t ime in hal f and w o r k o n

5 0 po in ts du r i ng each half.

4) N o t e o r r eques t in fo rmat ion regard ing pena l t i es for g u e s s i n g .

5) Ve r i f y the m e t h o d of a n s w e r i n g - c i rc l ing , c h e c k i n g , under l i n ing , e t c .

6) O m i t o r g u e s s a t i tems w h e r e the r e s p o n s e is not immed ia te l y

a p p a r e n t ( save these to rev iew a t the e n d of the pe r i od ) .

7) Do no t a l l ow l apses of m e m o r y to p r o d u c e anx ie ty o r fear ; such l a p s e s

a re n o r m a l .

8) Do no t w a s t e t ime wi th emot iona l reac t ions to the tes t q u e s t i o n s . (

9) A n s w e r easy ques t i ons f i rst .

10) P r o o f r e a d a n s w e r s to c a t c h er rors .

11) R e m a i n c a l m a s y o u work .

12) Use sc ra tch paper to p lan answers .

85

MATH AND SCIENCE EXAMS

Most exams in mathematics and physical science involve problems where you must apply the concepts, knowledge, understanding, and techniques learned in the course to new situations. Here are some hints for problem exams.

1. Do the easy ones first.

2 . Read the problem. Determine exactly what you are required to find. What does the answer look like? - is it a speed? a temperature? or energy?

3. Estimate the answer before you begin to work the problem. It helps to have a rough idea of the size of the answer.

4 . Include the units with all answers and round them to the proper place.

5. Your instructor will have worked problems in class and you may recall worked examples in your text. Try to see the exam problem as another example of a problem you have already solved or studied.

6. In preparing for problem exams it is important that you work many problems. For most students the course grade or exam grade is directly proportional to the number of problems they do. PRACTISE!! Don't spend all of your study time on a few very difficult problems. Rather, do many of the easier ones until you are certain of your ability.

7. If the exam will require you to perform mathematical proofs or derivations, be certain that you know which proofs may be required. Drill yourself on these before the test. Repeat each proof step by step until you remember each step and can quickly outline the proof.

8. See your instructor for pre-exam help when you need it, but come prepared with a list of specific questions. Show him/her your attempts at the problem, and he will be more willing to help.

9. Go over every test afterward. Learn how to do the problems you have missed. Science and math courses build an inverted pyramid of ideas. Anything you do not understand now will return to haunt you later in the course.

STRATEGIES TO STOP TEST ANXIETY

1. Stop Yourself

When you first have any negative thought, immediately begin positive "self-talk." This is the way in which you communicate with yourself "inside your head/' Interrupt the continuous thoughts of worry by giving yourself permission to be concerned as you channel your energy into doing something to help yourself. Once you have admitted that you are anxious, accept it and continue trying to improve the situation. This focuses your attention on a positive action rather than on negative worry.

2. Plan Your Attack

Use some of these strategies as alternatives to nonproductive anxiety and worry. Be sure to try each strategy. You have everything to gain. Once you find several strategies that work for you, you can rely on them with great trust. Just knowing that you are in control of the situation and can handle your feelings will allow you to perform much better during the test.

Visualize yourself studying in an organized manner and taking the test with success and ease. See the grade you want clearly written at the top of the paper. Include a lot of details and make the visualization very realistic. See your success in your mind. Visualizing is a very powerful instrument!

Daydream

Make Up

Recall

about something you especially enjoy — a hobby, sport, vacation, certain location or time, someone special, etc. Make it a vivid dream with warm, comfortable sur­roundings.

a story about anything preposterous. Blow it "up and out of reality" — exaggerate! Imagine the worst thing that could happen to you if you did poorly on the test. Make it funny and very unrealistic. Soon you will be laughing at yourself.

the helpful tools and methods you have learned and have come to trust. They will aid your memory. There are so many — and you can count on them whenever you want or need them.

O 1990 by Incentive ("ubllcitlom. I n c , Nishvil le. T N . 181

STRATEGIES TO STOP TEST ANXIETY continued

Breathe by taking several slow, controlled, deep breaths. Concentrate on the movement of the air as it goes in and out of your body. Focus all of your attention on breathing!

Notice your body posture and any tense muscles. Make a conscious effort to relax those muscles. First, tense each muscle as much as possible for a few seconds and then relax it Tell yourself that you are now relaxed. You may want to "relax" only those muscles that you can feel. Or, begin at the top of your body and work down to your toes. Focus your entire attention toward this effort.

Do Something physical, such as exercise (if the situation permits it).

HAVE SELF-CONFIDENCE!

1 8 7 o i<)<X)hv Incentive PubllcJllonj. Inc., N*jhvlll*. TN.

S T R A T E G I E S F O R M A T C H I N G T E S T S

^ 1) R e a d al l d i rec t ions carefu l ly . F ind ou t if you can use a n answe r m o r e

* t han o n c e . . v .

2) W o r k your w a y d o w n the c o l u m n w i t h the longest ph rases .

3) M a t c h the i t ems y o u a re su re of f irst.

4) M a r k the a n s w e r t he w a y y o u w e r e to ld in the d i rec t ions .

5) If y o u d o no t u n d e r s t a n d the d i rec t ions , ask the t eache r for he lp .

6 ) W h e n y o u h a v e m a t c h e d a n i t em, c r o s s ou t its letter o r n u m b e r so

y o u k n o w y o u h a v e a l ready c o m p l e t e d it.

7 ) If y o u a re u n s u r e of any of t h e i t ems , m a k e a g o o d g u e s s .

8) W h e n y o u a re f i n i shed , use y o u r rema in ing t ime to c h e c k a n s w e r s .

r ( -

87

r

r

S T R A T E G I E S FOR TRUE/FALSETE3T.S

1) R e a d the ques t i on carefu l ly . It m a y he lp to under l ine impor tant

w o r d s .

2 ) L o o k for c lue /key w o r d s . Th ink abou t w h a t these w o r d s m e a n . A re

t h e y -a l l owab ies " (genera l ly t rue) ' or "abso lu tes" (usual ly fa lse)?

U s e this in fo rmat ion to he lp y o u m a k e a dec i s ion .

USUALLY FALSE

probably all

many only

may always

generally because

seldom totally

better none

sometimes . every

frequently first

occasionally never

some best

more worst

might

usually

few

mainly

most

often

c

(

3) A l w a y s g u e s s if the re is no pena l ty .

4) Don ' t c h a n g e you r answe rs . Y o u r first cho i ce is usual ly correct .

5 ) Fo l l ow d i rec t ions for mark ing the a n s w e r s : under l ine , circle, wri te

T o r F, or wr i te T rue or Fa lse .

6) R e m e m b e r - l f a n y par t of a t rue/ fa lse s ta temen t is false (even one

w o r d ) , the entire s ta tement is fa lse.

86

S T R A T E G I E S F O R F i L L - I N - T H F - B I A N K T E S T S

r 1) R e a d the ques t ions care fu l ly . Ask yourse l f : W h a t is th is ques t i on

a s k i n g ? T h e n , wr i te in the answe r i f y o u k n o w it.

2) If y o u d o not k n o w the exac t a n s w e r bu t do k n o w some th ing re la ted

to it, w r i te d o w n w h a t y o u d o k n o w . Y o u m a y ge t par t ia l c red i t for

the a n s w e r .

3) If y o u d o not k n o w the co r rec t a n s w e r bu t have a n i dea abou t it, m a k e

a g o o d g u e s s .

4) W a t c h for c lues in ques t i ons w h i c h m a y he lp a n s w e r o ther q u e s t i o n s .

5) U s e t h e n u m b e r or length o f the b l a n k s a s c l ues . If the t eache r d o e s

no t p r o v i d e the s a m e s ize o f b lanks fo r al l the ques t i ons , try to th ink

of a n a n s w e r to fit the s p a c e .

/

88

S T R A T F f i l E S F O R M U L T 1 P L F - C H Q I C E T E S T S

c

r

( 1) M a k e sure y o u unde rs tand exact ly what-the d i rec t ions tell y o u to d o .

2) Read the entire question and all choices, even if the first or second

choice seems correct. The last choice may be "all of the above" and

this would be the fce_si answer.

3) Decide which answers are definitely wrong. Draw lines through the

obviously incorrect answers. This helps to decrease the amount of

information you have to reread when making your final decision.

4) Look out for small but important words like "only," "always," "all," and "never" which mean w i t h n_p_ e x c e p t i o n . Words like "most." "generally." and "may" indicate some exceptions may be possible.

5) The word "an" is used only before words that begin with a vowel (a, e, i, o, u).

6) Select the best answer from the remaining choices.

7) If you cannot decide between two final choices, pick the answer that first seems right. (

89

S T R A T E G I E S FOR E S S A Y T E S T S

^ 1) Be fo re the test predic t ques t i ons a n d pract ice wr i t ing a n s w e r s .

2) S tudy the spel l ing of vocabu la r y w o r d s you m a y n e e d .

3) R e a d tes t d i rec t ions carefu l ly . If y o u have a cho ice of ques t i ons , read

aJl the ques t i ons f irst. T h e n c h o o s e the o n e s y o u can bes t answer .

4) E s s a y ques t i ons usual ly b e g i n w i th a key w o r d wh i ch te l ls y o u w h a t

k i nd of a n s w e r is expec ted . S o m e of the m o r e c o m m o n are :

compare discuss

contrast explain

define list

describe outline

diagram state

name summarize

prove

5) A n s w e r easy ques t ions f i rst .

f 6) D e c i d e w h a t in fo rmat ion y o u n e e d to a n s w e r the ques t i on .

7) P l a n a h e a d be fo re wr i t ing . M a k e a br ief ou t l ine or a list of you r i deas .

I nc lude ma in po in ts in the p r o p e r o rde r .

8) W r i t e you r a n s w e r in a c lear , c o n c i s e , a n d nea t manne r . Use c o m p l e t e

s e n t e n c e s . T h e m a i n ideas s h o u l d b e m a d e into top ic s e n t e n c e s .

S u p p o r t e a c h top ic sen tence w i t h o n e or two e x a m p l e s .

9) S t a y o n the topic . Do not i nc lude al l y o u k n o w about the sub jec t

u n l e s s the ques t ion asks for it. O n l y a n s w e r the ques t i on .

10) M a k e sure w h a t y o u have wr i t t en a n s w e r s the ques t i on . Check your

g r a m m a r , punc tua t ion , a n d spe l l i ng .

11} U s e all of your test t ime.

go

(

DEFINITION OF EXAM AND TEST TERMS

Match: Join words or phrases from one column to a

connecting word or phrase in another.

Multiple Choice: Choose the answer that i s closest

or the onXy correct one.

True or False: Decide i f the statement i s true (T)

or false ( F ) .

Compare: Look for qualities or characterist ics that

are the same and those d i f ferent .

Define: Give clear, concise meanings i n one or two

sentences.

Describe: In sentence form in order, t e l l the main

facts and some important de ta i l s .

Explain: In sentence form, interpret the material.

list: Write a l i s t of words, phrases or sentences.

Summarize: Give the main ideas or facts .

I l lus tra te : Use a figure, picture, diagram or concrete

example to explain.

Discuss: Give reasons for and against. Be complete

and give detai ls .

Cutline: Organize a description under main points and

secondary points. Stress the arrangement of things