Sample Essay On Learning How To Know Your Answers Before A Test

Learning to Know Your Answers before a Test

Knowing the answers to a test before you take it requires far more than cramming the night before. In fact, this is not learning at all, but memorizing and is one of the least effective ways to take a test (Ellis, 2013). Being ready to know the answers on a test involves having prepared for it from the beginning. Tests should never come as a surprise. When a student enrolls in a course of any kind, it is an easy leap of logic to presume some assessment of having mastered the material will occur at least once throughout the course of the class.
Reviewing information regularly and keep up with assignments is vital (Keeley, 1997). From the first day of any class, students should complete daily reviews of the information presented (Ellis, 2013). By looking over lecture notes before and after each class the student prepares himself for what is to come by looking at the previous material leading to the coming lecture, and reviews what was covered following the lecture. Daily reviews should focus on two specific types of information: the newly presented material whether presented in class or text, and information which requires memorization such as names, dates, or formulas (Ellis, 2013). Weekly reviews are similarly important and similar in nature. They should be scheduled and cover both lecture and assigned reading (Keeley, 1997). Major reviews should occur prior to exams and cover that information which you know will be included. This is easy if the instructor has provided a study guide. If no study guide is available, students can create their own checklists from the notes they have taken in class and the material covered in the reading (Ellis, 2013).
Having a copy of previous exams is extremely helpful and not inappropriate as long as the copy comes from the instructor (Ellis, 2013). It does not hurt to ask a professor if old tests may be available to the class to use as a study guide. This will give the student an idea of the areas of study the teacher may focus on and the kinds of questions which may be asked. Students would benefit from using those old copies to test themselves. By using study time to treat old exams like the real test, a student can get an idea of the scope of their knowledge of the subject, in what areas they need to focus, and where their strengths lie. Students can also create their own tests. Doing so forces students to review the material and identify information that is important and which should be included in an assessment.
Learn to predict the test questions (Ellis, 2013). The student should be certain they know what material is going to be covered on any given exam. It can be just as detrimental to focus on chapter 12 when the test stops at chapter 11 as it is to only study chapter 11 when the test covers chapter 12. It is also to know what material will be included. For instance, knowing if the test will cover lab exercises or only the reading and lecture can make a difference in the way one studies (Ellis, 2013). Knowing if the test is cumulative is also important and allows students to predict the questions which may appear. If a final exam is cumulative, a student can expect to see the same or similar questions that appeared on the midterm. Also, it is important to know if questions will require students to know details such as dates and names, or if the exam will be broad and primarily cover themes and theories (Keeley, 1997). Ask the instructor what kinds of questions may be asked. Instructors are often comfortable telling their students what kinds of questions they may ask: open response, multiple choice, fill-in-the-blank.
Learn to read the instructors’ non-verbal cues (Ellis, 2013). An instructor knows the information they believe to be important, and it is that information that will appear on the test. If an instructor repeats a point, explains it in different ways to ensure understanding, writes a point on the board, or revisits it to the class in summary or a recap of the lecture, the instructor is giving the students a clue to its importance. And if it is important it will likely be tested.
Gestures are also good cues that information is important. An instructor might gesticulate or change vocal tones to show particular emphasis, may read a passage word-for-word, reiterate particular information in the assigned reading, or demonstrate a strong point of view about a particular topic. These are all indications that the instructor believes this is important information (Ellis, 2013). And if the instructor believes it is important information, then it is likely that the understanding of that information will be tested on upcoming exams.
Also, there is the obvious clue: when an instructor tells you it will be on the exam. This happens more frequently than most people realize. It is important for students to have their own systems for taking notes so they can capture as much lecture information as possible. When an instructor says information will be tested, having a way to quickly jot that down or mark the note in some way guarantees students will remember to focus on these areas during their reviews.
Studying in groups is a great way to prepare for tests (Ellis, 2013; Keeley, 1997) and often their importance is underestimated. Study groups should not be limited to the night before an exam. Study groups are much more effective when they are a routine part of the class from the beginning. By studying in groups, a review of the material takes place from multiple different perspectives. Creating tests from study group activities allows the inclusion of questions that one student may have been cued to which another missed. Try to include students who are dedicated to their school work and have a genuine desire to succeed. Be willing to teach as well as learn from others in the group, test one another in the group, and compare notes. If members of the group disagree on a point, then the information may have been ambiguous and clarification on the issue can be requested in the next class. Study groups are a great way to complete scheduled weekly reviews.
Preparation in extremely important in test-taking, but there are test-taking skills that can be applied on the day of the test as well. Before beginning the test, use the margins of the page or scrap paper if you are allowed to have it, and write down everything you can remember: pneumonic aids, formulas, definitions (Ellis, 2013; Keeley, 1997). For some people, once they begin an exam anxiety sets in and those memorized bits of information are hard to recall (Weiten, 2005). By writing them down before beginning, anxiety is less likely to make them irretrievable .
Always read the directions and ask for clarification on them if you are confused. And always scan the entire test. Instructors may award more points for some sections than others. By scanning the whole test, students can evaluate if one section is more important and determine where more time and attention should be focused based on the time allotted for the exam (Ellis, 2013).
The types of questions and the way they are asked are good ways to know the answers or at least narrow down the possibilities. For example, for true/false questions remember that if any part of the statement is incorrect, the entire statement is incorrect (The Pennsylvania State University, 2015). Also, absolutes like ‘always’ and ‘never’ are good generally mean the answer if ‘false’ (Ellis, 2013; The Pennsylvania State University, 2015). If the exam includes matching words or phrases with definitions, read both sets entirely before beginning to answer. Be certain that there are the same amount in each column and if not identify the following: is it intentional (the instructor may have made a mistake) and if it is intentional, try to quickly identify an item in one column that may have multiple answers in the other. Answer the ones you know with absolute certainty first (The Pennsylvania State University, 2015), and mark off the answers you use in order to eliminate them from the options. Use grammar skills here as well: match nouns with nouns and verbs with verbs (Ellis, 2013). Multiple choice questions often include at least one answer that is clearly incorrect. By eliminating any of the answers that cannot be the correct answer, even if the student does not know the answer with certainty the odds are now improved on guessing correctly.
Taking tests can be intimidating. If students prepare ahead of time, they become less so and students are less likely to be anxious because they become confident in their knowledge. By employing test preparation strategies, they can be certain of the answers ahead of time. And by employing test-taking strategies they can relieve their own anxiety during the test taking process.

References

Ellis, D., 2013. Becoming a master student. Boston: Wadsworth Cengage Learning.
Keeley, M., 1997. The basics of effective learning. [Online] (updated May 10, 2011) Available at http://faculty.bucks.edu/specpop/question.htm
Penn State Learning, 2015. Test taking tips. [Online] Available at https://pennstatelearning.psu. edu/ test-taking-tips
Weiten, W., 2005. Psychology: Themes and variations (6th ed.). Belmont: Thomson Wadsworth.