Exam Preparation and Performance Jennifer Zimmerman Assistant Director Academic Resource Center...
-
Upload
guadalupe-wythe -
Category
Documents
-
view
217 -
download
1
Transcript of Exam Preparation and Performance Jennifer Zimmerman Assistant Director Academic Resource Center...
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