Seattle University Learning Assistance Programs
HOW TO STUDY FOR PROBLEM-SOLVING TESTS
1. Learning concepts:
 Using text: preview the chapter, noting new vocabulary, general laws, etc.
Look for relationships, note generalizations, look at homework problems, noting
the variables; generate questions you want answers to based on these problems
and on headings in the text.
o Read to find answers and note sections that apply to the homework.
o Pay special attention to the visuals in the text.
o As you read, answer questions, draw pictures of the concepts, locate answers to
your questions.
o Stop and test yourself continually.
o Make sure you understand the terminology.
o Identify what you’re not sure of. Ask questions, talk over material with a fellow
student.
 Taking notes: be sure you’ve already read the chapter. Keep your questions in mind as
you listen, label and categorize all information, leave plenty of space, write on only one
side of the paper so you can add information to the notes later.
 Review as soon as possible after class, labeling notes, writing down the “whys” of
each step.
 Consider using other texts or review books so you “hear” the material more
than in one way.
2. Problem-solving:
 Before doing homework, recall without looking back at notes or text.
 When doing problems be aware of why you are doing each step. Verbalize the reasons
or jot them down.
 Analyze each problem, noting what you’re given, what you’re asked to find out, what
you know, what you don’t know, etc.
 If you get stuck, try to work through your impasse. Be very aware of what you’re
unclear about.
 Avoid just following the same format for each problem without being aware of why you
are doing what you are doing (don’t put yourself on automatic).
3. Remembering for tests:
 Review daily, weekly, etc. Don’t ever attempt to cram for problem-solving tests!
 Test preparation: list specific topics (try to categorize types of problems). Write down
each beginning with an action word (calculate..., prove...).
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Locate problems to work for each topic. Do plenty of problems of each type
(“overlearn”).
Use the ACE system: Answer each problem without looking; Confirm that the answer
is correct; Examine your understanding (what was the point of this problem? What
common errors do I need to avoid?).
Continually return to previous topics. Mix up the problems so you get accustomed to
attending to the critical aspects of problems.
Create alterations in problems and try to do the new problem.
Do a little bit at a time (study frequently); don’t cram!
Recite and discuss aloud.
Minimize memorizing. Be sure you understand what formulas, procedures, proofs, etc.
mean. Be sure you can illustrate the definitions and theorems.
Make a summary list of formulas and be able to answer: When is the formula used?
Are there similar problems where this formula is not applied. Are there patterns in the
formula that will help me remember it? How is this formula similar to or different from
the others I’m learning?
Time yourself doing problems. Practice as much as possible in the way you’ll need to
perform on the test. (dress rehearsal)
Label steps of solutions so that you’ll remember why you performed each step.
Look at all the possible ways a principle can be applied.
4. After the test:
Analyze your performance. Figure out why you got answers right and why you got them wrong.
Notice whether you knew basic concepts but didn’t know how to apply them. Notice if you
failed to pay sufficient attention to all the given data in your solution method. Could you
remember the formulas? Should you have practiced more problems of various types? Analysis
will help you prepare more effectively for the next test.
Thanks to the University of Colorado at Colorado Springs and to the University of Texas at Austin
206.398.4450
learningassistance@seattleu.edu
www.seattleu.edu/SAS/LearningAssistance
rev 0728