SOES1003:
Revising for exams
Joy Moloney
Learning and Teaching Coordinator
Learning outcome
• At the end of the session you will be able to
know the key revision/exam challenges for you
and be able to adopt an appropriate strategy
for managing the process
Which statement best represents
your view about revising for exams?
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I am totally confident
about my ability to
effectively revise and take
exams
I am fairly confident, but it
is a leap into the unknown
I am not at all confident
and am trying to ignoring
the looming exams
I am not at all confident
and need a kick to get me
going
I am getting very anxious
about the whole process
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1.
Which is the most common message
to you from staff?
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3.
4.
Start revision early
Have a clear and effective
revision plan
Answer the question
Do the preparation on
past exam papers and
read any generic feedback
Know the type of exam
paper and use the
appropriate strategy
St
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1.
2.
The preparation….
• Find out how you will be assessed – type of exam
(MCQ/MRQ, essay - short or longer answers)
• Read any guidance about eg the wording used in
exam questions (Academic Skills Guides)
• Read past exam papers (review which learning
outcomes tend to be met by exams and type of
knowledge required), are there any model answers?
• Clarify if you will have choices about questions to be
answered
• Read any generic feedback from previous years
• Ask about the criteria used for marking
Work out your individual revision
plan based on…..
• How well you want to do for each module, how
much time and effort are you willing to put into
achieving your goals?
• Prioritising topics based on those that you find most
challenging – work out what must be revised, what
should be revised and what (if possible) can be
ignored – create a revision list
• The most effective revision strategies for your
learning style http://www.varklearn.com/english/index.asp
• The most effective methods that will help you to
effectively recall information (more on this later)
Revision plans – some practical things
• When to start revising?
• Timetable – short focussed sessions when you know
that you work most effectively, breaks are for
enjoyment not feeling guilt!
• How much revision each day?
• Make time in your plan for input (memorising
information) and output (retrieving and practising
what you have learnt)
• Allow more time than you think you will need
• Use a study partner if that works well for both of you
• Keep the plan visible
Revision – make it an active process
• Use the techniques that suit you/topic best (bullet
points, mind maps, audio recording/play back,
explaining the topic to a study partner, annotate
notes, produce skeleton notes, diagrams, post-it
notes, index/flashcards - list of key terms, concepts)
• Ask yourself “what questions might be posed to
check my knowledge about this topic?” Draft your
answers
• Do some timed answers to past exam questions and
draw conclusions
• Reflect on notes taken during lectures etc – are they
helpful for revision? If not, how can they be
improved for next time?
• Work out what locations for revision suit you best
The goals of revision..
• Learn general rules and principles, not masses of
unrelated facts ie you must connect information
• Identify what you know, what you need to know and
how you can find out and remember additional
information
• Make it a meaningful process, think about how it
might apply to yourself/people you know
• Aim to manage the process, to feel/be in control of it
• Look after yourself
Memory techniques
what works for you?
• Association – by sound, image
• Mnemonics – King Phil Came Over for the
Genes Special (Kingdom, Phylum, Class, Order,
Genus, Species)
• Humour, stories linking words
• Visual arrangement (from flow chart/mind
map, use of colour)
• Repetition – by writing, speech
What works most effectively for you?
1. Association by
sound or image
2. Mnemonics
3. Humour, stories
4. Visual arrangement
5. Repetition
6. A mix of the above
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Last minute revision tips
• Use your revision tools (skeleton notes,
diagrams) to check final facts
• Be positive about what your have learnt and
can recall
• Don’t panic and think all night cramming will
work
• Ensure that you know the exact exam
location/timing and be prepared (equipment)
The exam paper – basic guidance
• Look through the paper, underline key words,
identify difficult questions and initial ideas
• If you have a choice, select questions that best
demonstrate what you know
• Follow instructions
• If it is a MCQ, (and you don’t know the answer),
work methodically through the process
• Manage the time, pace yourself and allow time at
the end for checking
• Write neatly
• For longer answers, produce a plan
Decoding exam questions some examples
• Analyse (answer takes apart an idea, concept, statement to
consider all factors/components/interrelationships – logical,
organised)
• Discuss (explain a concept, details with supportive
information, points for and against, argument with
conclusions)
• Explain (detailed/exact, or a set of reasons for a
situation…answer question why?)
• Summarise/outline (summary of available information, main
points, omit features only partially relevant)
• For many more examples of terms used read Academic Skills
(link on last slide)
• Exams test the effective use of your knowledge
“Compare and contrast the consequences of blindness
and deafness for language development”
• Write down almost anything you can think of about blindness, deafness,
language development, do not draw any justified conclusions
• List some of the features of blindness and deafness. List some
consequences for development including a few for language development
• Identify the consequences of blindness and deafness for language
development. Compare and contrast these consequences
• Identify the consequences of blindness and deafness for language
development. Compare and 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
• Taken from Habeshaw, T et al. (1995) 53 interesting ways of helping you
students to study. Technical and Educational Services Ltd, Bristol
Exam essay structure
• Introduction –briefly show you understand
question, describe basic essay structure, some
definitions (re read in case you want to later
change)
• Main body – use evidence to support your
ideas, arguments. Engage with the topic,
confront/challenge if necessary
• Conclusions – summarise main themes, offer
judgement based on your arguments
Post exam
• Be positive, don’t dwell on what you might have
done
• Move on to the next exam preparation after a
break/reward
• When you get the mark, you can always ask for
feedback – ask to meet your tutor to see where you
could have improved
• Remember year one is about learning – capture as
much as you can to be more effective next time
Your revision skills and
exam technique…where are you now?
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to
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3.
20% 20% 20% 20% 20%
m
2.
I am totally confident
about my ability to
effectively revise and take
exams
I am fairly confident, but it
is a leap into the unknown
I am not at all confident
and am trying to ignoring
the looming exams
I am not at all confident
and need a kick to get me
going
I am getting very anxious
about the whole process
Ia
1.
Further guidance
• Academic skills – Revising for and taking exams
http://www.academic-skills.soton.ac.uk/getstart.htm
and Preparing effectively for examinations
http://www.academic-skills.soton.ac.uk/develop.htm
• Mind maps http://www.mind-mapping.co.uk/mindmaps-examples.htm and
http://www.mindtools.com/pages/article/newISS_01
.htm
• Memory techniques
http://www.academictips.org/memory/index.html