Exam Preparation

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Exam Preparation
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Examinations

• Two main important periods assoc with exams
• Period leading up to exam (before)
• Period of exam itself (during)
• (After also worth a word, but not so crucial!)

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Before..

• Revision preparation
• When do you start?
• First stages..
• what are learning outcomes objectives?
• outline main topic areas
• draw up revision timetable
• revise regularly actively
• set achievable tasks

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ACTIVE revision

• Dont just read notes, re-write
• Use memorizing techniques like mnemonics, rhymes
  or clues
• Look at past exam papers
• Can you adapt your knowledge to answer them?
• Be selective, but thorough
• Dont panic!!

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Before.

• Be certain of exam details
• Arrive in good time, but try avoid discussion
• Ensure you have all the equipment you need

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During..

• Ensure you have means of telling the time
• Include correct exam number
• Work out amount of time you should allocate to
  answer each question, from which sections of
  paper you must select questions (are any Qs
  compulsory?)
• Read instructions on paper very carefully, listen
  to verbal instructions
• Read whole paper carefully
• Choose questions which suit you best (if
  different mark values, allocate time accordingly)

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During..

• Answer best question first
• Underline key words/phrases
• (Make plan before you start?)
• Pay particular attention to key verb, do what
  is asked
• Dont be put off by others
• Write clearly, concisely legibly
• Use time allocated..

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After.

• Avoid post-mortems
• Consign experience to past, move on
• Try to relax, focus on next exam

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Remember.

• Revision should be active ongoing
• Be selective, but thorough
• Set achievable tasks
• Look up past papers
• Read instructions carefully
• Make plans
• Avoid post-mortems

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Exam technique

• Read the question
• Look for key verb in the question
• this tells you what kind of answer to give
• discuss tells you to do something quite
  different from describe

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Key Verbs

• Make a list of key verbs which may be used in
  exam papers
• Clarify meanings of these words, try to
  differentiate between similar terms

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KEY WORDS

• Define, Describe, Outline, Relate
• Interpret, Clarify, Explain, Illustrate, Discuss
• Apply, Predict, Choose, Assess
• Distinguish between, Compare and Contrast,
  Justify, Argue, Conclude
• Judge, Appraise, Critically evaluate, Criticise

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How will you approach this typical exam question?

• Compare contrast the consequences of visual
  hearing impairment for language development

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How will you approach this question?

• Write down almost everything you can think of
  about visual hearing impairment, child
  development language development
• 3rd Class
• List some of the features of visual hearing
  impairment. List some of the consequences for
  development including a few for language
  development
• Lower 2nd Class

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How will you approach this question?

• Identify the consequences of visual hearing
  impairment for language development. Compare
  contrast these consequences
• Upper 2nd Class
• Identify the consequences of visual hearing
  impairment for language development. Compare
  contrast these consequences, drawing conclusions
  about the nature of language development. Comment
  on the adequacy of theories of language
  development in the light of your conclusions
• 1st Class

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Concentration.

• This exercise is designed to help you recognize
  characteristics of situations in which you find
  yourself concentrating well or losing
  concentration, to share implications of this
  for studying

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Concentration is a by-product of being involved
in a task..

• Where goals/purposes are clear
• Where students are mentally active, e.g. taking
  notes, solving problems, answering questions,
  discussing ideas
• Where students are encouraged to complete tasks
  (deadlines, rewards, etc)
• Where background knowledge is provided with which
  to approach topic
• Where tasks are under control of students
  themselves, are oriented towards meeting their
  goals

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What kind of student am I?

• When/where do I work best?
• Can I start immediately or do I need a warm-up
  period?
• How long can I work for?
• What relaxes me best between periods of work?
• Do I think most easily when I am sitting at my
  desk, listening to music, relaxed in an armchair?

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Revision Timetable

• Classes other fixed events, exam dates
• Allocate time for any current work
• Non-academic tasks recreation
• Flexitime unexpected academic personal tasks

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Revision timetable

• General subjects
• Divide into sub-topics
• Rank according to your perception of exam
  usefulness
• Review evaluate, modify constructively

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Settling down to study

• Establish a routine (dont wait for inspiration)
• Break tasks into stages, manageable bits
• Set goals for each stage
• Check your learning achievements at each stage
• Use trigger words to help you refocus
• Take breaks, exercise

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Useful References

• Moran, AP (1997) Managing Your Own Learning at
  University A Practical Guide. Dublin University
  College.

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Finally,

• Different people study in different ways
• Study skills can be practised developed
• Skills acquired are relevant transferable