Academic Language and Learning
Success Program:
How to revise and prepare for exams
Aims
Uncover attitudes to writing exams.
Develop skills to:
• prepare for exams
• prepare to write essays in exams
• cope on exam day
Academic Language and Learning Success Program
2014
Reading test
You have two minutes!
Academic Language and Learning Success Program 2014
1.
Read everything before doing anything.
2.
Put your name in the upper right hand corner.
3.
Write down at least one feeling you had when the test was announced.
4.
Circle the word “name” in sentence 8.
5.
Write the date in all capital letters in the upper left corner of this page.
6.
Draw five small squares under your name.
7.
Put an X in each square you drew.
8.
Put a circle around all of sentence 7.
9.
Put an X under your last name.
10.
On the bottom of this paper multiply 71 by 4
11.
Draw a rectangle around the larger of the two numbers in sentence 10.
12.
On the bottom of this page, add 103, 184 and 2. Put a circle around your answer, then a
square.
13.
Punch three small holes in the top of this page with your pencil point.
14.
Write the numbers from 1 to 10 at the bottom of this paper. Underline all even numbers.
15.
Say out loud (or if online, write in the chat box) “I am almost finished”.
16.
Now that you have finished reading carefully, do only sentences 1, 2 and 3.
Warm up discussion
1. How do you feel during exam preparation time?
1. What do you do during that time?
2. How do you feel during the exam period?
3. How do you feel sitting an exam?
Academic Language and Learning Success Program 2014
5
How do exams affect me
Rate how each of the following aspects affects
you on a scale of 0-5 where 5 is the highest level
of positivity and 0 is the lowest.
Cottrell, S 2007, Palgrave Study Skills: The exam skills handbook, Palgrave McMillan, New York
6
How do exams affect me
Aspect
Positivity score
1.
Fear of exams
No fear …………………………………….Terrified
5
4
3
2
1
0
2.
Dislike of exams
Enjoy exams …………………………Hate exams
5
4
3
2
1
0
3.
Motivation to do well on the course
Highly motivated ……………………Don’t care
5
4
3
2
1
0
4.
Value given to getting Degree
Very high value ……………Don’t value at all
5
4
3
2
1
0
5.
Recognition of benefit of taking exams
See benefit ………….Don’t see benefit at all
5
4
3
2
1
0
6.
Finding enjoyment in preparing for exams
Enjoy a lot ………………..No enjoyment at all
5
4
3
2
1
0
7.
Value the learning that comes from preparing for
exams
Determined to do well in next exams
Value highly ………………….Don’t value at all
5
4
3
2
1
0
I can become engaged in revision, finding interest in
it.
I am energised by wanting to do better in each set of
exams
Total scoreAcademic Language and Learning Success Program
Very much so ……………………Not at all true
5
4
3
2
1
0
8.
9.
10.
Very determined……… Little determination
5
4
3
2
1
0
Very energised …………Not energised at all
5
4
3
2
1
0
2014
40-50
This score suggests you take an extremely
positive approach to your exams, which is
a real asset. If your score is accurate, you
have strong reserves to carry you through
even difficult times.
30-40
This score suggests you have a high degree
of positive thinking: this should help you
with your revision and exams. You are well
placed to consider those areas where your
scores are lower. How could you apply
positive thinking to further improve your
attitude?
20-30
This score suggests you have an average
level of positive thinking. It is likely to
benefit you on good days, but you may find
it harder to persevere when you need to
study but feel bored, demotivated, tired or
distracted. It is worth spending time
considering ways of raising your level of
commitment and motivation.
10-20
This score suggests a low level of positive
thinking. Your current attitude may make it
harder for you to settle down to study or
main your attention when revising. Take
action. Develop strategies to improve your
attitude and work on them.
Cottrell, S 2007, Palgrave Study Skills: The exam skills handbook, Palgrave McMillan, New York
8
Self assessment checklist
How well are you prepared for the exam
Put a cross next to the statements if it applies to
you.
9
Academic Language and Learning Success Program 2014
Yes
1. I have a separate folder for each unit.
2. I spend at least one hour per week revising each unit.
3. I use a highlighter pen to highlight main points. That way, I can
locate them easily when I revise a text.
4. I summarize the main points of new information (readings etc.)
and make notes of any links I can find to other points I have covered
in the unit. In other words, I try to build up the big picture.
No
5. I am aware of the thoughts and influences that provoke
negative feelings in me toward revising and sitting for exams, and
replace them with positivity.
6. I am familiar with the standard essay structure.
7. I write model essay questions for myself, based on past
assignment questions, and practice doing the task within a time
limit.
8. I write the essay in the exam that I have rehearsed, regardless
of the question.
*
*(If you wrote ‘yes’ to this question, you are in danger of failing
essay based exams!)
11
www.mindmapart.com/get-ready-for-exams-mind-map-jane-genovese
12
Get ready for exams
• Create a study count-down
– Know how many days to exams
• Create urgency
• prioritise
– Be strategic
• What is in exam
• Learnline
• Past exams
2013
13
Preparation and planning
Preparation and Planning
1.
Look at the ‘Learning Outcomes’ for your units.
These will help you to understand what you
could be tested on in examinations
2.
Check that you know the assessment criteria for
your unit. This helps you to understand what is
needed to get the best grades and marks.
4.
Start a system for organising your lecture and
seminar notes at the beginning of the unit. For
example:
(a) use different coloured folders for different
course notes and information.
(b) Use file dividers and have a numbering
system for each section of lectures on a specific
unit or topic.
3.
Make photocopies of past papers for the
relevant examinations. Make sure that your
exam will be in the same format. Past papers
are a useful source of information about what is
expected in examinations and can help you to
prepare more effectively.
14
Academic Language and Learning Success Program| 2014| Slide 15
Web-address
http://exampapers.cdu.edu.au/
2014
16
Get ready for exams
• Studying exam content
•
•
•
•
•
Do practice questions
Ask questions
Explain ideas to friends
Mindmap topic
Write on index cards
• Break down the content
•
•
•
•
Break into manageable topics
Tackle something everyday
Take regular breaks
Create a plan
2013
Reduce down and organise
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Make notes
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19
Make a study timetable
• Being organised and managing your time is crucial.
• A timetable is particularly important as exams
approach.
• Although revision should start early in the semester,
it is never too late to start.
• Plan more hours for the subjects you are finding
more difficult.
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20
Weekly timetable
Monday
6 – 7am
Swim
7 – 8am
Phys101
Tuesday
8 – 9am
Wednesday
Thursday
Friday
Saturday
Sunday
chores
Get chores done
swim
shopping
9 – 10am
10 – 11am
Nur111
11 – 12pm
12 – 1pm
lunch
lunch
lunch
1 – 2pm
2 – 3pm
lunch
lunch
Nur111
Nur111
3 – 4pm
4 – 5pm
lunch
work
work
5 – 6pm
6 – 7pm
work
7 – 8pm
Get ready
Friends
8 – 9pm
9 – 10pm
10 – 11pm
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Make a study timetable
• Write in your exam dates.
• Include personal events in your life that could
impact your studies. Include work, sleep and
family commitments.
• Allow for hobbies/recreational activities.
• For each study session, ask yourself what you
want to achieve and write that in your planner.
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22
Developing memory strategies
What sort of memory strategies do you use?
Step 1: Think about how you remember.
Step 2: Answer the following questions:
•
•
•
•
•
What was your first day at school like? (episode)
What is your home postal code? (fact)
Where did you have your last lecture? (episode)
How do you open a document on the computer? (procedure)
A key concept in your favourite topic (knowledge)
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23
Memory
• Long term memory organised to remember:
– facts, episodes, knowledge & procedures
– All use different aspect of our memory
– how remembered (written text, diagram, mindmap etc.)
could reflect ability to recall information.
– Some subjects - drawing and labelling diagrams, e.g. the
intricacies of the blood system,
– not suitable for learning, for example, the causes of poverty
in the last century where a flow chart may be better.
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Memory
•
•
•
•
We remember better if we:
Revise material
Sleep
Review the next day
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2014
List two topics you will be studying (select quite different types of topics)
TOPIC A _______________________________________
TOPIC B _______________________________________
Memory strategies
TOPIC A
TOPIC B
Mind-maps, diagrams and flow charts
Associations – making links with the information (topic map)
Writing out information
Remembering information in lists – re-arrange the order of the list
so that the first letters of each word on the list make up something
silly or amusing – a memorable mnemonic.
Using shapes and colour
Saying the information – to yourself or out aloud
Any other method you have found helpful
26
Writing an essay in the exam
• Practice writing brief essays before the exam
• Follow the structure to :
– Answer question without additional information
– Make your main points stand out
– Support your points
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27
Structure of an essay
• Introduction
Background
Scope
Thesis
outline
• Body
Decide main points
Write topic sentences
2/3 supporting
sentences
• conclusion
Summarise
Relate back to thesis
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Six steps to essay exam writing
•
•
•
•
•
•
Step1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Understand the task
Formulate a clear thesis
Brainstorm support for your thesis
Create a detailed outline
Write the essay – follow the structure
Proofread carefully
http://www.clker.com/clipart-248590.html
29
Exam strategies
Exams don’t just test you on knowledge.
You have to know how exams work.
In an exam:
• Answer only exactly what you’ve been asked.
• Present your knowledge in the way you’ve been
asked, e.g. short answer or essays.
• Do it fast. You have little time to think, plan and
select during an exam.
• Do it from memory.
http://www.buzzparas.com/wp-content/uploads/2012/04/Tips-for-Gate-exam.jpg
Remember to look after yourself
•
•
•
•
•
Get enough sleep
Eat healthy food
Exercise
Think positively
Learn to cope with stress
31
On the day of the exam
• Have a good breakfast
• Wear comfortable clothes
• Check that you have several pens and
everything else you are allowed to bring with
you into the exam
• Re-read your summaries but don't try to cram
new information
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On the day of the exam
• Leave home in plenty of time so that you will
arrive early and avoid last minute panic.
• Expect to feel a little nervous. Some adrenalin
can be useful if you use it to lift your energy.
• Outside the exam room, stand apart from the
crowd. Don’t be a part of other people’s
nervous chatter. Visualize yourself in a
peaceful place.
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http://www.google.com/imgres?q=good+luck&sa=X&tbm=isch&tbnid=YMerzyf8MT3cyM:&imgrefurl=http://
34
Apply what you have learnt today to your
exams. Good Luck!
Academic Language and Learning Success Program| 2014 | Slide 35
We need your feedback
1. Go to www.cdu.edu.au/allsp
2. Click Feedback on the menu
3. Click the link for workshops
4. Choose a workshop
5. Choose the semester: Semester 1
6. Choose: How to revise and prepare for exams
Academic Language and Learning Success Program| 2014 | Slide 36