Mp3 Script for Exam Study: Preparing for Test (BEFORE) Preparing for & Taking Tests & Exams at University By the Learning Strategies Development team Queen’s University This is the first part of three presentations on Tests & Exams. In this presentation we focus on how to successfully prepare for your test or exam. Different courses require different kinds of learning. The 3 most common types of learning used in university are: Memorizing, Understanding Concepts, and Problem-Solving Memorizing: A few courses require you to memorize specific facts or rules, e.g., language courses. Science course (e.g. Biology, Anatomy) also require a large amount of information, alongside understanding concepts. Understanding Concepts: Many courses, especially in social sciences, require you to understand concepts and are not about memorizing information to regurgitate on tests. Rather, they are about reaching a deep level of understanding of the concepts. To reach this level, you have to see the BIG PICTURE. Problem-solving: Many courses in Science, Engineering, and Commerce require problem-solving. Course material is best learned by doing problems. Spending time just reading your textbook is not the best use of your time. Working through the problem and then reading the theory often helps to clarify it. For strategies to help you, go to “Different Kinds of Learning” in the TOOL section of the PREPARING FOR & TAKING TESTS & EXAMS module. Click on either the pdf or text-only version. The steps in preparing for a test or exam include Be informed about the exam Be strategic Select and organize central information Review Organize your schedule Now let’s look at each step more closely. Step 1 is BE INFORMED about the test or exam. Ask yourself the following questions: What do I know already? Do a “data dump”. Write down everything you know about the course. The goal is to jumpstart your brain and get you thinking about the subject matter. What does the professor expect me to know? Look at the course objectives on your course outline or syllabus. Are any topics or sections given more emphasis? For example, a topic that has been covered for a number of weeks needs to be prioritized. Does my professor have any special interests that might influence the topics, format, etc.? What are the ‘logistics’ of this test? • format: test types; breakdown of questions e.g. 50 multiple choice, 5 short answer • weighting: What percentage of final mark is the exam worth? • topics to be covered • emphasis on material not yet tested compared to previously tested materials What can past assignments and tests tell me about this test? Look at old exams, assignments, and tests for questions types, topics, and key concepts. What do I still need to complete? • compiling lecture notes • completing assigned readings (textbooks, articles) • For math & science: having solutions to problems; finishing labs What other study aids do I need? • past exams, study guides • T.A. or prof., study group Step 2 is Be Strategic Set targets: What content is to be reviewed by what date? Begin with most difficult content. Order the content: this depends on your professor’s instructions and your learning goals. Evaluate the quality of your review. If you don’t have time to study everything, focus on a selection of material and learn it really well. Here are a procedure to help you select the right information to study. 1. Identify the key information (concepts, ideas, issues, sections) Prepare a summary sheet for each major topic covered in the course. For ideas on how to make a summary sheet go to “Creating Summary Sheets” in the TOOLS section of the EXAM module. 2. Understand the key information Next, you need to move beyond surface reading and rote memorization to higher levels of thinking, e.g., application, analysis, synthesis. Elaborating and questioning can help you do this. Ask yourself how key concepts interrelate. To assist you in elaborating, use the question stems in the handout “Understanding Key Information: Elaboration Helps” in the TOOLS section of the EXAM module. 3. Organize the key ideas with their supporting information. Ask yourself: What supporting information do I need to help me understand the main idea? Now, use a Cornell note and/or a concept or mind-map to connect and distinguish key ideas from supporting points. For information on how to make and use a mind map or Cornell notes as a study tool go to our online READING & NOTE-MAKING module. 4. Remember key course information To remember and recall the material on the exam, you will need to review, review, review and then self test. Continue to the next slide for more information on reviewing information. Regular and systematic review during the term is critical to success. Students know the value of reviewing but due to such things as poor time management and procrastination, many students leave reviewing till just days before a test. Self-testing should also be applied during your review of materials so that you can gage the extent of your learning. Keeping up with readings, and regular review also greatly reduces stress! Use a variety of strategies while you review. The strategies you choose will depend on the nature of the material, and your learning style. Popular review strategies include: • creating summary notes and cue cards • doing practice problems • studying old exams or do a mock exam • making up your own multiple choice questions • using memory strategies • reciting out loud • teaching a friend Self-testing is PART of reviewing. Aim to end each study session with a 5-10 minutes test of what you remember so far. Also, consider starting each new study session with a self-test to see how much you can recall from the last session. For more information on self-testing, go to “Self Testing: Don’t Wait Till Just Before the Test” in the TOOLS section of the EXAM module. Click on either the pdf or text-only version. Here are some ideas to help you organize a study schedule. Use organizing tools such as monthly and weekly calendars, and “to do” lists. Organizing tools can be found in the module entitled MANAGING YOUR TIME AT UNIVERSITY. Start studying early Decide how many days before the exam you need in order to gather and use information. Extend your study over as many days as you can manage. The longer you extend this period, the more time you have to review and self-test rather than cramming vast amounts of information into several long, exhausting days. Set aside study blocks of approximately 2.5 hours per subject area per day. This 2.5 hour block should include review and self-testing. Ideally start with reviewing information covered the day before and end with a self-test. Include sleeping, eating, exercising, relaxing, and self-care. Now more than ever, it is important for you to take very good care of your health. Getting a full nights sleep, eating balanced meals and doing daily cardio activity will stimulate your brain and help you think and focus better. Make the schedule as routine as you can. e.g. go to bed at the same time every night, especially during exam study period. Follow your schedule! Do not let time bandits (including your friends!) sway you. Cramming Sucks, but sometimes you gotta do it! Why is cramming a dangerous practice? • you don’t have enough time to associate and integrate new information to prior learning • you don’t have time to recite and elaborate which means you might not see important connections • if you fail the exam or course or wish to continue in this field of study, you will have to study the same information again. • if you’re very stressed, information can elude you during the test • you’re probably exhausted from not sleeping enough. Lack of sleep causes cognitive impairment. In other words, you’re NOT THINKING CLEARLY. Ok, but let’s get real. Most students have to cram sometimes so what can you do… Make choices Pick out the most important points and learn them really well. Use 75% of your cramming time drilling key points and 25% on the rest. Make a plan Time is short. Choose what you want to study; determine how much time you have; and set strict timelines. Use mind map review sheets and cue cards Condense the material you have chosen to learn into mind maps. Practise by redrawing the mind maps. Put each separate key point from your mind map onto cue cards and drill yourself regularly. Recite, Recite, Recite No time to move information into long term storage so lots of reciting is the order of the day! Reciting will ‘burn’ the facts into your brain. One way to do this is to tape-record yourself and then play back the tape before you sleep and again when you awake. Relax When you cram, you are not learning the information well. Therefore, if you experience anxiety during the exam, you may forget what you have studied. Use relaxation techniques to reduce anxiety. Don’t ‘should’ yourself If you start your cramming session beating yourself up with statements like, “I should have studied earlier”, by the time you get to studying you might feel too guilty and depressed to continue. Instead, accept the truth. This is the end of “Preparing for Tests and Exams”. To learn how to do well during a test, go to the next presentation: “Taking Tests & Exams”.