Study Skills & Test Taking Techniques

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Testing As Part Of The Learning Cycle

Testing is a part of life. Have you ever participated in an athletic event? Completed a crossword puzzle? Acted in a play? Cooked dinner? All of these common life situations are forms of tests because they measure how much we know about a specific subject at a single point in time. They alone are not good measurements about how smart or gifted you are—they show only how much you know or can do at that moment. We can learn from how we have performed, and we can think about how to apply what we have learned to do even better next time. We can have fun measuring our progress.

In reality, academic tests are similar to real-life tests in the following ways:

• They help us measure our progress toward mastery of a particular skill.
• They are not a representation of how smart, talented, or skilled we are but rather are a measurement only of what we know about a specific subject at a specific point in time.
• They are extraordinary learning opportunities.

Academic tests in college are different from those you took in high school. College instructors expect to see much more of you in an exam: your thoughts, your interpretations, your thinking process, your conclusions. High school teachers usually look for your ability to repeat precisely what you read in your text or heard in your class. Success on high school tests relies much more on memorization than on understanding the material. This is why you need to modify your study habits and your strategies for taking exams in college.

Test Anxiety and How To Control It

It is normal to feel stress before an exam, and in fact, that may be a good thing. Stress motivates you to study and review, generates adrenaline to help sharpen your reflexes and focus while taking the exam, and may even help you remember some of the material you need. But suffering too many stress symptoms or suffering any of them severely will impede your ability to show what you have learned. Test anxiety is a psychological condition in which a person feels distressed before, during, or after a test or exam to the point where stress causes poor performance. Anxiety during a test interferes with your ability to recall knowledge from memory as well as your ability to use higher-level thinking skills effectively.

Why does test anxiety occur? Inferior performance arises not because of intellectual problems or poor academic preparation. It occurs because testing situations create a sense of threat for those who experience test anxiety. The sense of threat then disrupts the learner’s attention and memory.

Poor test performance is also a significant outcome of test anxiety. Test-anxious students tend to have lower study skills and lower test-taking skills, but research also suggests that high levels of emotional distress correlate with reduced academic performance overall. Highly test-anxious students score about 12 percentile points below their low-anxiety peers. Students with test anxiety also have higher overall dropout rates. And test anxiety can negatively affect a student’s social, emotional, and behavioral development, as well feelings about themselves and school.

If you experience test anxiety, have hope! Experiencing test anxiety doesn’t mean that there’s something wrong with you or that you aren’t capable of performing well in college. The trick is to keep stress and anxiety at a level where it can help you do your best rather than get in your way.

Strategies for Preventing and Controlling Test Anxiety

There are steps you should take if you find that stress is getting in your way:

• Be prepared. A primary cause of test anxiety is not knowing the material. If you take good class and reading notes and review them regularly, this stressor should be greatly reduced if not eliminated. You should be confident going into your exam (but not overconfident).
• Practice! One of the best ways to prepare for an exam is to take practice tests. To overcome test-taking anxiety, practice test-taking in a test-like environment, like a study room in the library. Practice staying calm, relaxed and confident. If you find yourself feeling overly anxious, stop and start again.
• Avoid negative thoughts. Your own negative thoughts—“I’ll never pass this exam” or “I can’t figure this out, I must be really stupid!”—may move you into spiraling stress cycle that in itself causes enough anxiety to block your best efforts. When you feel you are brewing a storm of negative thoughts, stop what you are doing and clear your mind. Don’t practice having anxiety! Allow yourself to daydream a little; visualize yourself in pleasant surroundings with good friends. Don’t go back to work until you feel the tension release. Sometimes it helps to take a deep breath and shout “STOP!” and then proceed with clearing your mind. Once your mind is clear, repeat a reasonable affirmation to yourself—“I know this stuff”—before continuing your work.
• Visualize success. Picture what it will feel like to get that A. Translate that vision into specific, reasonable goals and work toward each individual goal. Take one step at a time and reward yourself for each goal you complete.
• It’s all about you! Don’t waste your time comparing yourself to other students in the class, especially during the exam. Keep focused on your own work and your own plan. Exams are not a race, so it doesn’t matter who turns in their paper first. Certainly, you have no idea how they did on their exam, so a thought like “Kristen is already done, she must have aced it, I wish I had her skills” is counterproductive and will only cause additional anxiety.
• Have a plan and follow it. As soon as you know that an exam is coming, you can develop a plan for studying. As soon as you get your exam paper, you should develop a plan for the exam itself. We’ll discuss this more later in this chapter. Don’t wait to cram for an exam at the last minute; the pressure you put on yourself and the late night will cause more anxiety, and you won’t learn or retain much.
• Make sure you eat well and get a good night’s sleep before the exam. Hunger, poor eating habits, energy drinks, and lack of sleep all contribute to test anxiety.
• Chill! You perform best when you are relaxed, so learn some relaxation exercises you can use during an exam. Before you begin your work, take a moment to listen to your body. Which muscles are tense? Move them slowly to relax them. Tense them and relax them. Exhale, then continue to exhale for a few more seconds until you feel that your lungs are empty. Inhale slowly through your nose and feel your rib cage expand as you do. This will help oxygenate your blood and reenergize your mind.
• Come early and prepared. Come to the exam with everything you need like your pencils, erasers, calculator, etc. Arrive to class early so you aren’t worried about time. Try to avoid the pre-exam chatter of your classmates, as this may contribute to your anxiety. Instead, pick your favorite chair and focus on relaxing.
• Put it in perspective. Take a minute to think about the three most important things in your life. They may be your family, your health, your friendships. Will you lose any of these important things as a result of the exam?  An exam is not life or death and it needs to be put in perspective.

Health and wellness cannot be overstated as factors in test anxiety. Studying and preparing for exams can be easier when you take care of your mental and physical health. The following are a few tips for better health, better focus, and better grades:

1. Try mini meditation to reduce stress and improve focus. Breathe in deeply, count to five, and exhale slowly. Watch your lower abdomen expand and deflate. Repeat five times.
2. Get sleep! Although some students may stay up until 4 a.m. studying, it’s not a healthy habit and is usually counter-productive. Your mind is more efficient when you get enough quality sleep, so make sure to schedule enough time for rest. If you practice a good study schedule, there is no need for all-night cramming. Stick to your study plan, review for about an hour, and get a good night’s sleep.
3. Eat well.  Have a healthy meal before your exam. Avoid energy drinks that will give you a temporary energy spurt, followed by a crash.  Stay hydrated.
4. Don’t try to be perfect. You’ll alleviate a lot of anxiety by learning that just “doing your best” is something to be proud of—it doesn’t have to be perfect.
5. Reach out for help. If you feel you need assistance with your mental or physical health, talk to a counselor or visit a doctor.

Studying To Learn (Not Cram!)

You have truly learned material when you can readily recall it and actually use it, on tests or in real-life situations. Effective studying is your most important tool to combat test anxiety, but more important, effective studying helps you truly master the material and be able to apply it as you need to, in school and beyond.

Studying Every Day

Studying begins after each class or assignment when you review your notes. Each study session should involve three steps:

1. Gather your learning materials. Take time to merge your class notes with your reading notes. How do they complement each other? Stop and think. What do the notes tell you about your material? What aspects of the material are you unsure about? Do you need to reread a part of your text? Write down any questions you have for your instructor and pay a visit during office hours. It is better to clear up any misconceptions and get your questions answered soon after you are exposed to the material, rather than to wait, for two reasons: (1) the question or doubt is fresh in your mind and you won’t forget about it and (2) instructors usually build their lessons on material already presented. If you don’t take these steps now, you are setting yourself up for problems later in the course.
2. Apply or visualize. What does this material mean to you? How will you use this new knowledge? Try to find a way to apply it in your own life or thoughts. If you can’t use the knowledge right away, visualize yourself using the knowledge to solve a problem or visualize yourself teaching the material to other students.
3. Cement your knowledge. If you use the two-column note-taking method, cover up the right side of your notes with a piece of paper, leaving the questions in the left column exposed. Test yourself by trying to answer your questions without referring to your notes. How did you do? If you are unsure about anything, look up the answer and write it down right away. Don’t let a wrong answer be the last thing you wrote on a subject because you will most likely continue to remember the wrong answer.

Studying in Course Units

At the end of each unit, or at least every two weeks or so, use your notes and textbook to write an outline or summary of the material in your own words. (Remember the paragraphs you wrote to summarize each class or reading? They’ll be very helpful to you here.) After you have written the summary or outline, go back and reread your outline from the prior unit followed by the one you just wrote. Does the new one build on the earlier one? Do you feel confident you understand the material?

Studying before the Exam

At least a week before a major exam, ask yourself these questions: What has the instructor said about what is included on the exam? Has the instructor said anything about what types of questions will be included? If you were the instructor, what questions would you ask on an exam? Challenge yourself to come up with some really tough open-ended questions. Think about how you might answer them. Be sure to go to any review sessions the instructor or your section leader holds.

Now go back and review your outlines. Do they cover what the instructor has suggested might be on the exam? After reviewing your outlines, reread the sections of your notes that are most closely associated with expected exam questions. Pay special attention to those items the instructor emphasized during class. Read key points aloud and write them down on index cards. Make flash cards to review in downtimes, such as when you’re waiting for a bus or for a class to start.

More Tips for Success

• Schedule a consistent study-review time for each course at least once a week, in addition to your class and assignment time. Keep to that schedule as rigorously as you do your class schedule. Use your study time to go through the steps outlined earlier; this is not meant to be a substitute for your assignment time.
• Get yourself in the right space. Choose to study in a quiet, well-lit space. Your chair should be comfortable but provide good support. Remember that libraries were designed for reading and should be your first option.
• Minimize distractions. Turn off your cell phone and get away from Facebook, television, other nearby activities, and chatty friends or roommates. All of these can cut into the effectiveness of your study efforts. Multitasking and studying don’t mix.
• If you will be studying for a long time, take short breaks at least once an hour. Get up, stretch, breathe deeply, and then get back to work. (If you keep up with your daily assignments and schedule weekly review sessions for yourself—and keep them—there should be almost no need for long study sessions.)

Studying in Groups

Study groups are a great idea, as long as they are thoughtfully managed. A study group can give you new perspectives on course material and help you fill in gaps in your notes. Discussing course content will sharpen your critical thinking related to the subject, and being part of a group to which you are accountable will help you study consistently. In a study group, you will end up “teaching” each other the material, which is the strongest way to retain new material. But remember, being in a group working together doesn’t mean there will be less work for you as an individual; your work will just be much more effective.

Here are some tips for creating and managing effective study groups:

• Think small. Limit your study group to no more than three or four people. A larger group would limit each student’s participation and make scheduling of regular study sessions a real problem.
• Go for quality. Look for students who are doing well in the course, who ask questions, and who participate in class discussions. Don’t make friendship the primary consideration for who should be in your group. Meet up with your friends instead during “social time”—study time is all about learning.
• Look for complementary skills and learning styles. Complementary skills make for a good study group because your weaknesses will be countered by another student’s strengths. When a subject requires a combination of various skills, strengths in each of those skills is helpful (e.g., a group with one student who is really good at physics and another at math would be perfect for an engineering course). Finally, a variety of learning styles is helpful because each of you picks up differing signals and emphases from the instructor that you can share with each other, so you will not likely miss important points.
• Meet regularly. When you first set up a study group, agree to a regular meeting schedule and stick to it. Moving study session times around can result in nonparticipation, lack of preparation, and eventually the collapse of the study group. Equally important is keeping your sessions to the allotted times. If you waste time and regularly meet much longer than you agreed to, participants will not feel they are getting study value for their time invested.
• Define an agenda and objectives. Give your study sessions focus so that you don’t get sidetracked. Based on requests and comments from the group, the moderator should develop the agenda and start each session by summarizing what the group expects to cover and then keep the group to task.
• Include some of the following items on your agenda:
  • Review and discuss class and assignment notes since your last meeting.
  • Discuss assigned readings.
  • Quiz each other on class material.
  • “Reteach” aspects of the material team participants are unsure of.
  • Brainstorm possible test questions and responses.
  • Review quiz and test results and correct misunderstandings.
  • Critique each other’s ideas for paper themes and approaches.
  • Define questions to ask the instructor.
• Assign follow-up work. If there is any work that needs to be done between meetings, make sure that all team members know specifically what is expected of them and agree to do the work.
• Rotate the role of moderator or discussion leader. This helps ensure “ownership” of the group is spread equally across all members and ensures active participation and careful preparation.

Before the Test

• Use your study skills as you go.
• Research the test’s structure and scope.
  • What is the test format?
  • What chapters does it cover?
  • How many questions are on it?
  • What is the time-limit?
  • What materials are allowed?
  • Is a study-guide provided?
  • Are practice tests available?
  • What percentage of your final grade is the test?
• Collect and organize the resources you need to study.
  • Classroom notes
  • Textbook notes
  • Master set of notes
  • Study guides
  • Practice tests
  • Handouts
  • Slides or presentations
• Study over several sessions
  • Make a study plan for several days before the exam
  • Have a clear goal for each study session
  • Study in 45-60 minutes chunks and then take a break
• Make study aids
  • Create flashcards
  • Make a study guide
• Make a practice test
  • Predict test questions
  • Practice answering essay questions
• Get a good night’s sleep.
• Have a healthy breakfast
• Be sure you have all necessary materials
  • Pencils
  • Erasers
  • Pens
  • Answer sheets/test booklets
  • Calculators
• Arrive early and relax

During the Test

• Scan the test first to see what it covers
  • This often reduces anxiety and boosts confidence
  • Identify the point value of each test section
• Write down what you know
  • If you are trying to remember things like formulas, definitions, lists, etc., flip your test over and write down everything you are trying to remember. This will clear your brain, allowing you to focus 100% on the exam, rather than using part of your attention to remember specific information.
• Plan your time
  • Now that you have scanned your test, how much time should you spend on each section?
  • This can often reduce anxiety and keeps you from unnecessarily rushing
  • Check on the time often to make sure you are on track. Slow down or speed up as necessary.
  • Work on high point-value questions first
• Read the instructions carefully
  • Don’t assume you know what the instructions are. Be sure!
• Answer the easy questions first and skip the harder ones.
  • Go through the test and answer all of the ones you know first.
  • Skip the ones you are unsure of. There are often clues later in the exam or another question will spark your memory.
  • Stay positive by not getting down about a question you don’t know. Skip it and return to it later.
• Read each question carefully!
• Answer everything. Don’t leave anything blank, even if you have to guess.
• Don’t rush!  Use all the time available. There are no points for finishing first.
• Check your work for accuracy.
  • Check to make sure you have answered all parts of a question.
  • Check your answer sheet every 10 questions to make sure you aren’t mismarking.
  • Only change an answer if you are SURE you made a mistake.  Your first instinct is most likely correct.

After the Test

• Reward yourself for a job well-done!
• Stick with your study schedule
  • We have a tendency to take a break from our studies after an exam, often resulting in being behind the next week.
• Use the test as a learning tool
  • What did you well?
  • What can you do differently for the next test?
  • What did you learn about this instructor’s testing style and how will that impact your study plan?
• What patterns do you notice about your test-taking?
  • Did you lose points for not answering all parts of the essay?
  • Did you not read questions or instructions carefully?
  • Do you need to focus more on dates, vocabulary, formulas, etc.?
• Review your test carefully and fix all errors so you don’t make the same mistakes again.
• Apply the feedback to the next test

Strategies For Specific Question Types

You can gain even more confidence in your test-taking abilities by understanding the different kinds of questions an instructor may ask and apply the following proven strategies for answering them. Most instructors will likely use various conventional types of questions. Here are some tips for handling the most common types.

Multiple-Choice Questions

• Read the instructions carefully to determine if there may be more than one right answer.
  • If there are multiple right answers, does the instructor expect you to choose just one, or do you need to mark all correct options?
• Read each question carefully and try to answer it in your head before reading the answer options.
  • Then consider all the options.
  • Eliminate first the options that are clearly incorrect.
  • Compare the remaining answers with your own answer before choosing one and marking your paper.
  • If you are stuck, treat the remaining answers as True/Fale statements. This often helps pick the correct answer.
• Look for clue words that hint that certain option answers might be correct or incorrect.
  • Absolute words like “never,” “always,” “every,” or “none” are rarely found in a correct option.
  • Less absolute words like “usually,” “often,” or “rarely” are regularly found in correct options.
• Be on the lookout for the word “not” in the stem phrase and in the answer choice options; it is an easy word to miss if you are reading too quickly, but it completely changes the meaning of the possible statements.
• Skip difficult questions.
  • There are often clues in later questions. Or, you may recall information that you had forgotten
• Go back and answer all questions.
  • Do not leave any questions blank, unless there is a penalty for wrong answers (this is often on standardized tests like the SAT and LSAT but rarely on college tests.)

True-or-False Questions

• Most of the tips for multiple-choice questions apply here as well.
• Be particularly aware of the words “never,” “always,” “every,” “none,” and “not” because they can determine the correct answer.
• Answer the questions that are obvious to you first. Then go back to statements that require more thought.
• If the question is stated in the positive, restate it to yourself in the negative by adding the word “not” or “never.” Does the new statement sound truer or more false?
• If you still are unsure whether a statement is true or false and must guess, choose “true” because most tests include more true statements than false (but don’t guess if a wrong answer penalizes you more than one left blank).

Matching Columns

• Start by looking at the two columns to be matched. Is there an equal number of items in both columns? If they are not equal, do you have to match some items in the shorter column to two or more items in the longer column, or can you leave some items unmatched? Read the directions to be sure.
• If one column has a series of single words to be matched to phrases in the other column, read all the phrases first, then all the single words before trying to make any matches. Now go back and read each phrase and find the word that best suits the phrase.
• If both columns have single words to be matched, look to cut down the number of potential matches by grouping them by parts of speech (nouns with nouns, verbs with verbs, etc.).
• As always, start by making the matches that are obvious to you, and then work on the ones that require more thought. Mark off all items you have already used so you can easily see which words or phrases still remain to be matched.

Short Answer Questions

• Short answer questions are designed for you to recall and provide some very specific information (unlike essay questions, which also ask you to apply critical thinking to that information). When you read the question, ask yourself what exactly the instructor wants to know. Keep your answers short and specific.

Essay Questions

• Essay questions are used by instructors to evaluate your thinking and reasoning applied to the material covered in a course. Good essay answers are based on your thoughts, supported by examples from classes and reading assignments.
• Careful planning is critical to answering essay questions effectively. Note how many essay questions you have to answer and how difficult each question seems. Then allocate your time accordingly.
• Read the question carefully and underline or circle keywords.
  • Watch for words that describe the instructor’s expectations for your response (see the table below.)
  • Use other parts of the exam, like multiple choice, to help you recall vocabulary or specific information.
• If time allows, organize your thoughts by creating a quick outline for your essay. This helps ensure that you don’t leave out key points, and if you run out of time, it may pick up a few points for your grade.
  • Jot down the specific information you might want to use, such as names, dates, and places.
• Introduce your essay answer, but get right to the point. Remember that the instructor will be grading dozens of papers and avoid “filler” text that does not add value to your answer.
  • For example, rather than writing, “In our study of the Civil War, it is helpful to consider the many facets that lead to conflict, especially the economic factors that help explain this important turning point in our nation’s history,” write a more direct and concise statement like this: “Economic factors help explain the start of the Civil War.”
• Write neatly and watch your grammar and spelling.
  • Allow time to proofread your essay. You want your instructor to want to read your essay, not dread it.
  • Remember that grading essays is largely subjective, and a favorable impression can lead to more favorable grading.
• Be sure to answer all parts of the question. Essay questions often have more than one part. Remember, too, that essay questions often have multiple acceptable answers.

Words to Watch for in Essay Questions

Word	What It Means	What the Instructor Is Looking For
Analyze	Break concept into key parts	Don’t just list the parts; show how they work together and illustrate any patterns.
Compare	Show similarities (and sometimes differences) between two or more concepts or ideas	Define the similarities and clearly describe how the items or ideas are similar. Do these similarities lead to similar results or effects? Note that this word is often combined with “contrast.” If so, make sure you do both.
Contrast	Show differences between two or more concepts or ideas	Define the differences and clearly describe how the items or ideas are different. How do these differences result in different outcomes? Note that this word is often combined with “compare.” If so, make sure you do both.
Critique	Judge and analyze	Explain what is wrong—and right—about a concept. Include your own judgments, supported by evidence and quotes from experts that support your point of view.
Define	Describe the meaning of a word, phrase, or concept	Define the concept or idea as your instructor did in class—but use your own words. If your definition differs from what the instructor presented, support your difference with evidence. Keep this essay short. Examples can help illustrate a definition, but remember that examples alone are not a definition.
Discuss	Explain or review	Define the key questions around the issue to be discussed and then answer them. Another approach is to define pros and cons on the issue and compare and contrast them. In either case, explore all relevant data and information.
Explain	Clarify, give reasons for something	Clarity is key for these questions. Outline your thoughts carefully. Proofread, edit, proofread, and proofread again! Good explanations are often lost in too many words.
Illustrate	Offer examples	Use examples from class material or reading assignments. Compare and contrast them to other examples you might come up with from additional reading or real life.
Prove	Provide evidence and arguments that something is true	Instructors who include this prompt in an exam question have often proven the hypothesis or other concepts in their class lectures. Think about the kind of evidence the instructor used and apply similar types of processes and data.
Summarize	Give a brief, precise description of an idea or concept	Keep it short, but cover all key points. This is one essay prompt where examples should not be included unless the instructions specifically ask for them. (For example, “Summarize the steps of the learning cycle and give examples of the main strategies you should apply in each one.”)

Examples of Academic Dishonesty

Academic dishonesty can take many forms, and you should be careful to avoid them. The following list from Northwestern University is a clear and complete compilation of what most institutions will consider unacceptable academic behavior.

1. Cheating: using unauthorized notes, study aids, or information on an examination; altering a graded work after it has been returned, then submitting the work for regrading; allowing another person to do one’s work and submitting that work under one’s own name; submitting identical or similar papers for credit in more than one course without prior permission from the course instructors.
2. Plagiarism: submitting material that in part or whole is not entirely one’s own work without attributing those same portions to their correct source. You can read more about plagiarism in Chapters 2 and 14.
3. Fabrication: falsifying or inventing any information, data or citation; presenting data that were not gathered in accordance with standard guidelines defining the appropriate methods for collecting or generating data and failing to include an accurate account of the method by which the data were gathered or collected.
4. Obtaining an Unfair Advantage: (a) stealing, reproducing, circulating or otherwise gaining access to examination materials prior to the time authorized by the instructor; (b) stealing, destroying, defacing or concealing library materials with the purpose of depriving others of their use; (c) unauthorized collaboration on an academic assignment; (d) retaining, possessing, using or circulating previously given examination materials, where those materials clearly indicate that they are to be returned to the instructor at the conclusion of the examination; (e) intentionally obstructing or interfering with another student’s academic work; or (f) otherwise undertaking activity with the purpose of creating or obtaining an unfair academic advantage over other students’ academic work.
5. Aiding and Abetting Academic Dishonesty: (a) providing material, information, or other assistance to another person with knowledge that such aid could be used in any of the violations stated above, or (b) providing false information in connection with any inquiry regarding academic integrity.
6. Falsification of Records and Official Documents: altering documents affecting academic records; forging signatures of authorization or falsifying information on an official academic document, grade report, letter of permission, petition, drop/add form, ID card, or any other official University document.
7. Unauthorized Access to computerized academic or administrative records or systems: viewing or altering computer records, modifying computer programs or systems, releasing or dispensing information gained via unauthorized access, or interfering with the use or availability of computer systems or information.

Evaluating Your Test Results

When you receive your test back, sit quietly and take a close look at it. What questions did you get wrong? What kind of mistakes were they? (See Table: “Exam Errors and How to Correct Them”.) Do you see a pattern? What questions did you get right? What were your strengths? What can you learn from the instructor’s comments?

Now think of the way in which you prepared for the exam and the extent to which you applied the exam strategies described earlier in this chapter. Were you prepared for the exam? Did you study the right material? What surprised you? Did you read the entire test before starting? Did your time allocation work well, or were you short of time on certain parts of the exam?

Table: Exam Errors and How to Correct Them

Study & Preparation Errors

Examples	Corrective Steps
I did not study the materials for that question (enough!)	Practice predicting possible questions better by reviewing chapter takeaways.
I ran out of time.	Join a study group.
I did not prepare enough.	Allocate more time before the next exam.

Focus Errors or Carelessness

I did not read the directions carefully.	Slow down and carefully allocate your time.
I confused the terms or concepts that I actually know well.	Give yourself time to read carefully and think before answering a question.
I misread of misunderstood the question.	Remember to read before you write

If you don’t learn from your mistakes, you are doomed to repeat them; if you don’t learn from your successes, it will be harder to repeat them.

Correcting Your Mistakes

The second step in making your test work for you is to correct your wrong answers. The last time you wrote the information (when you took the test), you created a link to wrong information in your memory, so that must be corrected.

• For multiple-choice questions, write out the question stem with the correct answer to form a single correct sentence or phrase.
• For true-or-false questions, write the full statement if it is true; if it is false, reword it in such a way that it is true (such as by inserting the word “not”). Then write the new statement.
• For math and science questions involving calculations, redo the entire solution with the calculations written out fully.
• You need not rewrite an entire essay question if you did not do well, but you should create a new outline for what would be a correct answer. Make sure you incorporate any ideas triggered by your instructor’s comments.
• When you have rewritten all your answers, read them all out loud before incorporating your new answers in your notes.

Integrating Your Test into Your Study Guide

Your corrected quizzes and midterm exams are an important study tool for final exams. Make sure you file them with your notes for the study unit. Take the time to annotate your notes based on the exam. Pay particular attention to any gaps in your notes on topics that appeared in the quiz or exam. Research those points in your text or online and complete your notes. Review your exams throughout the term (not just before the final) to be sure you cement the course material into your memory.

When you prepare for the final exam, start by reviewing your quizzes and other tests to predict the kinds of questions the instructor may ask on the final. This will help focus your final studying when you have a large amount of coursework to cover.

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Remixed from:

Syett, Heather. “Active Reading Strategies.” Lumen Learning, 19 Jan. 2021, https://courses.lumenlearning.com/austincc-learningframeworks/chapter/chapter-13-test-taking-strategies/.