Learning Support Materials

Module SS101

Study Skills

Study Skills UNIT 5 Revision and Exams

Revision and Exams

Unit 5

STUDY SKILLS

REVISION AND EXAMS

AIMS:
to help you develop both the confidence and the appropriate strategies to do well in your exams.

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Objectives

When you have completed this unit, you should be able to: review this module to find appropriate advice for revision, create a picture of how you would like to be on the day of your exam, identify which of your learning styles and preferences might assist you in your revision, suggest the revision tasks you have to do before your exam, break down a major task into smaller more manageable ones, prepare a review cycle for revision, describe how different students use memory triggers on the day of the exam, describe a time management strategy during the exam itself, summarise an approach to writing essays during an exam, summarise an approach to solving problems in an exam.

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Overview
The exam is an opportunity to show what you know, but you will not be able to show all you know. You should be thinking instead about getting a high number of marks. Exam nerves or poor preparation (or a combination of both) can get in the way of getting the highest number of marks, and this unit emphasises both the advantages of positive thinking and the importance of thorough preparation. They will prove to be a powerful combination in the exam room.

Some of the appropriate advice for revision is contained elsewhere in this module and you are encouraged to practise revising by reviewing the module to date, including your answers to SAQs. Revision is a process of shrinking down a large body of knowledge into memorable chunks and combining this with frequent review of the material. When you are in the exam, recalling each of these chunks should set off a train of information that you can use to answer a specific question. Appropriate triggers for this recall will be different for different people and the unit encourages you to develop your own, while giving you a range of options.

Both in revising and on the day of the exam, you must use your time to best advantage to complete the tasks you need to do. An exam is not a time for deep thinking; that has been done during the revision period.

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TABLE OF CONTENTS
1. A REVIEW
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 Introduction Objectives What Do You Already Know? How Would You Like To Be? What Tools Have You Got? Self Assessment Questions Learning Outcomes Self Assessment Answers

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10 10 11 11 13 14 17 18

2. REVISION
2.1 2.2 2.3 2.4 2.5 Introduction Objectives How Much Time Have You Got? What Have You Got To Do? What Will Help You to Remember 2.5.1 2.6 2.7 2.8 Using Learning Preferences

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22 22 22 24 26 26 28 29 30

Self Assessment Questions Learning Outcomes Answers to Self Assessment Questions

3. THE DAY OF THE EXAM

3.1 3.2 3.3 3.4 3.5 Introduction Objectives How Much Time Have You Got? What Is the Question Asking? How Should You Tackle an Essay? 3.5.1 3.5.2 3.5.3 3.6 Write a Beginning Write a Middle Write an End

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33 33 33 34 35 35 35 36 37 37 37 39 40 41 SS101(rev 1.01)

How Should You Tackle a Problem? 3.6.1 3.6.2 Multiple Choice Longer Problems

3.7 3.8 3.9

Self Assessment Questions Learning Outcomes Answers to Self Assessment Questions Page 7

Revision and Exams

Point to Ponder

Before you start

Most students have to face exams at some stage. Whether youve just done some exams or havent done any for years, youre bound to have some feelings about them. Before you start, can you write down your thoughts about exams for example, how you feel about them, what they are for, whether you need to change your approach.

My relationship with exams

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1. A Review
Examples of responses to the question on the previous page are:

I always get stressed in exams and worry about whether my mind will go blank. I think exams are simply memory tests you can pass them without understanding anything. My friends think Im weird, but I actually like exams. They give me an opportunity to show off. I always leave it to the last minute, then sit up cramming the night before. Last time I made myself ill so I need to improve my revision techniques. Ive discovered some new techniques that work for me its made such a difference.

If youve been working through the other units in this module, youll realise by now that all students are different in how they approach exams. In this unit, youll find a lot of emphasis on making things work for you and well be looking at ways of dealing with negative feelings too.

1.1 Introduction
One of the key study skills that everyone needs is the ability to review. This is why we begin this unit with a review of the messages of this module with an emphasis on your own approaches to learning.

1.2 Objectives
After completing this section, you should be able to: review this module to find appropriate advice for revision, create a picture of how you would like to be on the day of your exam, identify which of your learning styles and preferences might assist you in your revision.

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1.3 What Do You Already Know?

In this module, you have already discovered a lot about how people learn and, we hope, how you learn best yourself. If you glance back over the module, you will see that some of the key messages are:

1. 2. 3. 4. 5.

How you learn depends on the type of person you are. An inquiring mind that keeps asking questions (and trying to answer them) is a key to success. There are many sources of information and how you use them will depend on your purpose. Most large learning tasks can be broken down into smaller ones. You need a good control on your time to achieve your objectives large or small.

These messages from the module as a whole have some implications for revision and exams:

1.

You will want your revision to be in a format that suits your personality as closely as possible though this will not mean that you can completely avoid essential tasks such as reading. One of the keys to revising is to ask what you know and find out what you dont know. Your purpose in looking at notes, books and other sources of information is to provide yourself with what you need to help you to answer questions in an exam, (not to memorise every word of your notes). The task of revision can be broken down into several smaller tasks. If you allocate time to each of the subtasks you have identified, then you will feel more in control.

2. 3.

4. 5.

1.4 How Would You Like To Be?

Research indicates that people who feel in control knowing that they have covered the work they should have are more likely to do well in exams. People who feel very stressed about exams will generally still be OK if they have done the work; it is people who feel that they have no strategies for getting through exams that are most likely to get into difficulties. This unit is about acquiring such strategies to help you feel in control and, to start with, you are encouraged to think about what being the type of person who is in control of a situation will mean for you.

Think about situations where you have felt in control before where you know you were doing something well and felt good before it. For some people, this might actually be an exam performance, for others it might be a sporting achievement or a performance in a school play, Page 11 SS101(rev 1.01)

Revision and Exams for example. One student reported feeling good giving a best mans speech at a wedding. Any event where you might have been a bit nervous, but eventually did very well is a useful starting point. Remember these feelings and imagine what it would be like having them in relation to the exam that is coming up.

The little inner dialogue below might help you. Sometimes people make a tape of something like this adapted to suit their own circumstances along with a piece of music that makes them feel really relaxed. First, they get into a relaxed state by tensing each muscle group and releasing it so that the body feels floppy and the tension is removed from it. Then, they play the tape or mentally run through the dialogue below, seeing themselves in as much detail as possible.

Its the day of your exam and you are just waking up. You feel OK everything is going to be fine. Everything is in order you have laid out exactly what you need to take with you. You know you have done all the work you needed to do in order to succeed in this exam. Think for a minute about what you can see and hear in this circumstance. How do you feel?

You spend a few minutes in bed mentally reviewing the main topics of your course and then get up and get yourself ready. Your head is very clear. You eat and drink enough to sustain you through the exam and make yourself still feel comfortable. You give your notes a last check before you leave the house. They are very familiar to you, presented in your own style in a way that will trigger off memories once you are in the exam.

You make your way to the exam room with sufficient time to get yourself settled down. Other people are anxious and chattering about what they have studied. You dont need to join in with this, but you smile at them to acknowledge their presence.

Once you have settled at your table, you will not pay any more attention to the others doing the exam. It is your time your opportunity to show what you know. When the exam begins, you open the paper and allow yourself sufficient time to read it carefully. You can identify the questions you are going to answer and allocate your time appropriately. Now all you have to do is recognise what the question is asking you and bring together the main points that will help you to answer it. The relevant information is triggered by what you have done in the revision period.

As you write, you are feeling good. The adrenaline is flowing and you are performing well. You wont stop to think about this, but you are aware of it in the back of your mind and you will be able to congratulate yourself later.

As you finish the exam and check it over to ensure that you have done yourself justice, think about how you feel. What does it feel like to be the sort of person who can do this who is in control of the information? Hold this feeling youll be able to call on it again. You can feel pleased with yourself. You know you have done the work.

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Sports people also use this technique to prepare for important games or other activities. It is called positive visualisation. The idea is that having this mental image in as much detail as possible encourages you to take the steps you need to achieve it. For example, if you see your final set of notes and picture them helping you, it will help you to prepare a set of notes that will meet that purpose. As time goes on, this image may get stronger and stronger so you know exactly what you need for your notes.

1.5 What Tools Have You Got?

How your final set of notes looks will depend on the set of learning tools you are developing for yourself. If you have not really thought about the messages about learning styles that we covered in Unit 1, you might find that this is the time when they become very useful.

For example, the final notes might be: a set of mindmaps or one enormous one. a mixture of writing and pictures, all in distinctive shapes. a set of annotated diagrams. a set of cards of information that has been chunked and organised. sheets of different coloured paper, according to topic. pages highlighted in different colours. an audio tape played over and over again in a personal tape recorder or car stereo. a folder containing a single page of notes for each topic that might come up. a set of problems, each one an example of one that is likely to come up in the exam. a set of memory joggers such as little rhymes or easy to remember slogans. sheets of paper with key information stuck all over the students house. a question bank, with all the answers you have come up with.

Each of these would involve the student in different processes, using different skills or senses and certainly different learning preferences. What format would be most useful for you? Page 13 SS101(rev 1.01)

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1.6 Self Assessment Questions

1) Thinking back over the whole module so far, what have you learned that might help you with exams? (You might want to review the module to help you to answer this.) Here are the headings that might help you.

a) Getting started as a student b) Gathering information c) Writing d) English language e) Tables and diagrams

2) Read the following internal dialogues. What do you think will be the likely result for each student in the exam?

a)

I shall go into the exam calmly, breathing evenly. When I take my seat, Ill just smile at the others around me and acknowledge their presence, but I wont try to talk to them. Instead, I shall concentrate on settling down, centring myself, opening the exam paper and getting myself ready to work. I shall remind myself that I do have techniques to deal with a paper I dont like and shall allow myself time to read the paper calmly and identify the broad areas I am going to cover in my answers. I have done all the revision I needed to do so there should not be any problem.

b)

I shall probably have my usual panic and a few laughs with my friends beforehand that makes me feel relaxed. I wont think about the paper at all until I see it as Im kind of superstitious that way. I mean, if you try to guess what the questions are going to be, youre bound to be disappointed and that makes you panic. Then Ill read the paper and have a stab at the first question I think I can answer. Ill just write as much as I can some of it will be waffling but Ill try to make it read well and then look at the other questions to see what I know.

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Revision and Exams c) I know Ill be a bag of nerves and I dont want even to think about the exam now. Ill have done the work I always do but Im almost paralysed with fear at the thought of it all.

3) Look at the following descriptions of people. Then take the revision techniques described afterwards and put together a plan that would suit each of them. For example, you might think techniques 1, 3 and 8 would be good for Pat.

Pat

An early riser not much of a party goer. Quite an independent person. Pats happiest when there is a good book to read. Pat has found in previous exams that all of a sudden a particular page of a textbook comes to mind and that has been very helpful. Pats doing the course by distance learning and has had no problems with tutor marked assignments but is a bit apprehensive about the exam.

Lee

Enjoys meeting people hates being alone. Can retell an entire conversation word for word, especially if it is interesting. Not so keen on reading, but is prepared to do it eventually! Sometimes does it during quiet times on night shift as Lee is a part-time student who works shifts.

Sandy Has some problems because of dyslexia but excels in computing and subjects that require visual and spatial awareness. General problems with time management and getting organised. Has a friend who likes reading and helps Sandy with this but who often has problems seeing engineering drawings.

Chris

Jogs every morning and evening (in training for a marathon race) and claims to do a lot of planning for essays during this time. Likes to be on the move, not sitting still but is aware that some time will have to be allocated to serious study. Has an action packed life full-time student, part-time job in a supermarket and sport but likes it that way.

Approaches to the revision period:

(a)

Have a half-day set aside for revision every week from the start of the course so that the final revision period does not need much change to this routine. Make a list of all key topics that are likely to come up in the exam. Write down everything I know on each of these topics, then check this against the notes and books. Find out what I need to learn. Colour code my notes with highlighter pens. Practise relaxation and positive thinking.

(b)

Set aside the same time every day to create a habit. Make a list of all key topics that are likely to come up in the exam. For each, produce a diagram of key concepts. Arrange to work with friend Ill make up questions on friends subject and Page 15 SS101(rev 1.01)

Revision and Exams friend will help with mine. Keep testing myself (with friends help) until Im confident. Try past papers as part of this. Practise relaxation and positive thinking.

(c)

Decide to work so many hours a day, whatever time it is at. Make a list of all key topics that are likely to come up in the exam. Arrange to form a study group with friends and each take on a section of work to explain to others. Make a tape of important ideas or equations, using a different accent for each. Practise relaxation and positive thinking.

(d)

Set aside the same time every day to create a habit. Make a list of all key topics that are likely to come up in the exam. Stick this list on the wall and tick off topics as I feel sure I know them. Role play a story eg, an event Im trying to remember in front of the mirror. Write key points on cards, shuffle them and test myself. Practise relaxation and positive thinking

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1.7 Learning Outcomes

Having completed this section, you should be able to: prepare yourself for the revision and exam period, recognise the benefits of being in control of your time and tasks.

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1.8 Self Assessment Answers

1) Thinking back over the whole module so far, what have you learned that might help you with exams? (You might want to review the module to help you to answer this.) Here are the headings that might help you. a) Getting started as a student b) Gathering information c) Writing d) English language e) Tables and diagrams

Answer This was a very personal exercise, but here is a set of suggestions.

(a)

Getting started This suggests finding out what works for me: working on my own or with others; getting my information visually, aurally or physically; managing my time; the variety of sources of information; getting support from my tutor. All of these are relevant for exams.

(b)

Gathering information I am reminded here that information is for a purpose. Now my purpose is to pass my exam. Preparing a set of questions and trying to answer them from the information sources at my disposal will be a good idea. I need to ensure that my notes are in a state that is most useful to me.

(c)

Writing Writing in an exam is different from writing with a lot of time. Other than that, it should be useful for me to think about what the question is asking, how to use evidence from my reading and information gathering, what my argument is and to ensure that I present my exam essay to the best of my ability.

(d)

English language Correct word and grammar use will be helpful in the exam, but perhaps what is particularly important is to consider how my Page 18 SS101(rev 1.01)

Revision and Exams language and punctuation are contributing to the logic of what I am saying.

2) Read the following internal dialogues. What do you think will be the likely result for each student in the exam?

a)

I shall go into the exam calmly, breathing evenly. When I take my seat, Ill just smile at the others around me and acknowledge their presence, but I wont try to talk to them. Instead, I shall concentrate on settling down, centring myself, opening the exam paper and getting myself ready to work. I shall remind myself that I do have techniques to deal with a paper I dont like and shall allow myself time to read the paper calmly and identify the broad areas I am going to cover in my answers. I have done all the revision I needed to do so there should not be any problem.

b)

I shall probably have my usual panic and a few laughs with my friends beforehand that makes me feel relaxed. I wont think about the paper at all until I see it as Im kind of superstitious that way. I mean, if you try to guess what the questions are going to be, youre bound to be disappointed and that makes you panic. Then Ill read the paper and have a stab at the first question I think I can answer. Ill just write as much as I can some of it will be waffling but Ill try to make it read well and then look at the other questions to see what I know.

c)

I know Ill be a bag of nerves and I dont want even to think about the exam now. Ill have done the work I always do but Im almost paralysed with fear at the thought of it all.

Answer

(a)

This student has decided to remain calm and positive. Knowing that all the revision has been done is the best way to feel on top of an exam. However, some people do still feel anxious and the student has taken steps to deal with anxieties as they arise, for example unexpected questions. (There will be some help on this later in this unit.)

(b)

It doesnt sound too promising for this student who knows in advance that the answers are going to be waffling. Examiners are looking for things to tick, not for padding, however well written. The student is right to think it is a mistake to question spot, but that doesnt mean that you shouldnt think about the exam at all. There is a real danger that the student has not been sufficiently strategic in revision and has not given any thought to what works for him or her.

(c)

If the student has really done all the work, then the exam may not be too much of a problem. Students who feel like this are Page 19 SS101(rev 1.01)

Revision and Exams often very conscientious but low in self-esteem. However, the student is quite likely to become ill and it would be helpful to get some advice on relaxation and positive thinking before the exam. (There will be some help on this later in this unit.)

3) Look at the following descriptions of people. Then take the revision techniques described afterwards and put together a plan that would suit each of them. For example, you might think techniques 1, 3 and 8 would be good for Pat.

Pat

An early riser not much of a party goer. Quite an independent person. Pats happiest when there is a good book to read. Pat has found in previous exams that all of a sudden a particular page of a textbook comes to mind and that has been very helpful. Pats doing the course by distance learning and has had no problems with tutor marked assignments but is a bit apprehensive about the exam.

Lee

Enjoys meeting people hates being alone. Can retell an entire conversation word for word, especially if it is interesting. Not so keen on reading, but is prepared to do it eventually! Sometimes does it during quiet times on night shift as Lee is a part-time student who works shifts.

Sandy Has some problems because of dyslexia but excels in computing and subjects that require visual and spatial awareness. General problems with time management and getting organised. Has a friend who likes reading and helps Sandy with this but often has problems seeing engineering drawings.

Chris

Jogs every morning and evening (in training for a marathon race) and claims to do a lot of planning for essays during this time. Likes to be on the move, not sitting still but is aware that some time will have to be allocated to serious study. Has an action packed life full-time student, part-time job in a supermarket and sport but likes it that way.

Approaches to the revision period:

(a)

Have a half-day set aside for revision every week from the start of the course so that the final revision period does not need much change to this routine. Make a list of all key topics that are likely to come up in the exam. Write down everything I know on each of these topics, then check this against the notes and books. Find out what I need to learn. Colour code my notes with highlighter pens. Practise relaxation and positive thinking.

(b)

Set aside the same time every day to create a habit. Make a list of all key topics that are likely to come up in the exam. For Page 20 SS101(rev 1.01)

Revision and Exams each, produce a diagram of key concepts. Arrange to work with friend Ill make up questions on friends subject and friend will help with mine. Keep testing myself (with friends help) until Im confident. Try past papers as part of this. Practise relaxation and positive thinking.

(c)

Decide to work so many hours a day, whatever time it is at. Make a list of all key topics that are likely to come up in the exam. Arrange to form a study group with friends and each take on a section of work to explain to others. Make a tape of important ideas or equations, using a different accent for each. Practise relaxation and positive thinking.

(d)

Set aside the same time every day to create a habit. Make a list of all key topics that are likely to come up in the exam. Stick this list on the wall and tick off topics as I feel sure I know them. Role play a story e.g. an event Im trying to remember in front of the mirror. Write key points on cards, shuffle them and test myself. Practise relaxation and positive thinking

Answer Pat (a) Setting aside revision time every week would be sensible for everyone. Of the four people described, Pat seems the most likely to achieve this. This will make the period just before the exam less stressful and Pat can concentrate on self-testing. Pat likes the written word and the highlighters may help this process.

Lee (c)

When youre on shift work, it can be quite difficult to set aside regular times. It is useful to think of allocating a certain amount of time though not if that leads to over-tiredness because of other commitments. The key to Lees pattern is the spoken word tapes and discussions can be recalled easily in the exam.

Sandy (b)

Students who have problems with managing their time and tasks benefit from regular study times. For very visual people, diagrams may help to remember important concepts, though there is a danger that this will condense the material too much so it is important that Sandy keeps trying out questions that are likely to come up. Many students find working with a friend very helpful, particularly if the two people have very different strengths.

Chris (d)

Establishing a routine is probably not too difficult from Chris who has already established one for jogging. There are some things that people who like moving around can build in to their repertoire sticking things on walls, shuffling cards, acting things out might all help. If Chris finds jogging helps with planning essays, though, it might also be used as a time to mentally review the key topics of the course. Page 21 SS101(rev 1.01)

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2. Revision
2.1 Introduction
If you are going to achieve this vision that was encouraged in the first section, you will have to do some work between now and the exam.

2.2 Objectives
When you have completed this section, you should be able to: suggest the revision tasks you have to do before your exam, break down a major task into smaller more manageable ones, prepare a review cycle for revision, describe how different students use memory triggers on the day of the exam.

2.3 How Much Time Have You Got?

Many study skills books say things like: Start revising from Day 1. This is not much use to you if you are looking at the chapter on revision the week before the exam!

A more realistic approach is to start by thinking how much time you have and then work out what the best use of that time is. It is a good idea to draw up a plan in terms of weeks or days and identify times at which you will be able to do revision. For example, if your exam is three weeks on Wednesday, you might draw up something like this:

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Revision and Exams Sunday 1 Monday Tuesday Wednesday Thursday Friday Saturday

Sit exam

But it will not necessarily be so simple. You might have work or other commitments that rule out a certain number of days and you need some days off too.

Sunday 1

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sit exam

Once youve ruled out days that are definitely not available to you, you might have to think carefully about the time that is available on the other days. If you are working full-time, you will have to think about the most appropriate time of day to fit in some revision.

You might end up with something like this:

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Revision and Exams Sunday 1 3 hours (am) Monday Tuesday 2 hours (pm) Wednesday 1 hour (evening) Thursday 2 hours (evening) Friday Saturday 3 hours (am) possibly 2 3 hours (am) 1 hour (am) 1 hour (am) 1 hour (am) 2-3 hours only if necessary ??

3 hours (am)

2 hours (pm)

1 hour (am)

1 hour (am) poss.

1 hour (am)

Day off 5 hours (max.)

Sit exam

25 hours (at least) of revision time well spread out could be quite effective. We shall see that the hour long slots are worth having.

2.4 What Have You Got To Do?

Imagine that you were going to be tested on Unit 3 of this module: Writing at University. You dont know what is going to be asked but you are expected to have a thorough knowledge of the module. How can you break down your revision task so that it is manageable?

The contents page is a useful starting point. The module is itself broken down into three broad areas: writing in general, essay writing and report writing. Then each of these main sections is broken down into a lot of subsections. (Youll find most textbooks are organised like this too.)

Here is an example of a students work plan based on this breakdown:

Sunday

Writing: purpose, problems, process, relevant writing, other peoples ideas, presentation.

Tues/Wed

Essays: stages, lecturers look for, time planner.

Thur

Reports: terms of reference, components, structure, summary intro and conclusion, etc, long reports.

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Revision and Exams The next stage would be to take each of these key topics and break them down into subtopics. For example, problems with writing break down into four areas: process, relevant writing, other peoples ideas and presentation.

The student making this type of overview then sees a connection between this breakdown and the other topics identified for studying on Monday. Seeing patterns in this way can help to consolidate the learning.

Another way of breaking down the big task of getting to grips with this module is to find out what you already know and work out areas that need improvement. You could either:

take each topic heading and write down everything you know about it, checking it against the text when you think you have finished, take each objective to see whether you think you can meet it or not; for example, can you: suggest ways of overcoming common problems and pitfalls in writing?

Now, imagine this student is being examined on a number of things, with the exams occurring three weeks on Wednesday. Once the student has made an initial breakdown of tasks, the exam timetable can be filled in as follows:

Sunday 1 3 hours (am) Writing 2 3 hours (a) Test Self

Monday

Tuesday 2 hours (pm) Essays 1 hour (am) Review Maths

Wedday 1 hour (evening) Essays 1 hour (am) Trig

Thursday 2 hours (evening)

Friday

Saturday 3 hours (am) possibly

1 hour (am) Trig

2-3 hours only if necessary

3 3 hours (am) Calculus

2 hours (pm) Test self

1 hour (am) Weak Spots Eng Day off 5 hours Eng.2hr Maths 3hrs. Sit exam

1 hour (am) Weak spots Maths

??

1 hour (am) Weak spots maths

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Revision and Exams This student knows that this timetable will take care of everything. However, it will probably have to be revised to take care of unexpected difficulties as the student continues through the revision period.

2.5 What Will Help You to Remember

The tricky point is finding out what the main points to remember are and this may involve you in checking over several sources of information. Then you will want to process the information in a way that will help you to remember it. This is where you need to think carefully about how you like your information presented. (It may be different for different types of information go with your instincts.)

For example, for some subjects you might want to see the topic build up step by step, knowing that one step follows another. This might relate to your own preferences or it might depend on the nature of the subject for example, a particular approach to problem-solving might have some very clear stages that are interdependent and the problem cannot be done any other way. Rather than remember facts, you might write yourself a process or procedure, eg,

Write down all the information given in the problem. Consider the three equations I know. (NB Make sure I know them!) Is there sufficient information to substitute in any of the equations? If not, is there something to work out first? Substitute in one of the equations. Remember to work out all aspects of the question.

This process might work for you, because of the way your mind works, but not for your colleague, for example, who needs to word it differently.

An hour spent working out a set of procedures for, say, three different types of problem could prove very helpful to you when you are faced with one of these problems in the exam. When you recognise the problem, you think which procedure was that? Then the whole method is triggered by your memory of the procedure you have carefully worked out.

2.5.1 Using Learning Preferences

You can have some fun with topics which fit into your own preferred way of learning. Learning does not have to mean just sitting turning over pages of a book that with half your mind elsewhere. Again, you are thinking about creating triggers for your memory that bring back the knowledge you need to answer the questions in the exam. These triggers might be: Page 26 SS101(rev 1.01)

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Visual related to writing, Visual related to images, Auditory remembering things you have heard, Physical remembering things you have done.

Some triggers might be more than one. For example, when you remember making a mindmap of a set of notes you might remember the process as well as the picture. Some students even remember by smell they burn a stimulating aromatherapy oil such as rosemary when they are studying and a small drop on a handkerchief in the exam helps them to recall what they were doing at the time.

The key is that you are making links. Think about how you tell your friends about something that has happened to you. Do you remember a picture, the sound of someones voice or do you re-run an event in your head in great detail? This analysis should help you to decide what might be the most useful approach to your revision.

For example, someone who is a mixture of visual and auditory might decide to make diagrams of key principles, using linking lines to indicate their connection with events. But the student might tape record a set of important equations because diagrams dont seem to work as well for equations (for that particular student).

Ask yourself how you are going to remember: what you have read, what you have seen, what you have heard, what you have done.

These will help you to create appropriate triggers for your learning, so that in the exam your thought processes go immediately to the correct memory.

Look back at Section 1.5 to see the tools you might have to help you in the exam. What would you have to do to create these tools?

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2.6 Self Assessment Questions

1) Imagine you were going to be examined in three weeks time on the contents of this module on Study Skills. What would you need to do over the next three weeks?

2) Look at your unit on English Language. If you wanted to ensure you had the key points in this unit, how would you break down the topic into smaller topics?

3) Fill in the plan below for a student who is going to sit an exam in three weeks time on Study Skills. What tasks might they do on which day?

Sunday 1

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sit exam

4) What thought/memory processes during the exam might help students to remember what they have learned?

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2.7 Learning Outcomes

Having completed this section, you should be able to: organise your revision time profitably, create a set of notes or other reminders to help you remember in the exam.

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2.8 Answers to Self Assessment Questions

1) Imagine you were going to be examined in three weeks time on the contents of this module on Study Skills. What would you need to do over the next three weeks? Answer At the very least, you need to make sure you are familiar with the contents of the module. The list of tasks below might be helpful; though there is likely to be some individual variation. Decide on the main topics that are likely to come up. Divide the time available so that adequate time can be allocated to each topic. Find out what I do or dont know on each topic. Make sure I have all the information I need to make a final set of triggers. Summarise the required information in a way that is meaningful to me. Keep reviewing my time plan and my list of tasks as I work, to ensure each topic is covered as well as possible. Test myself to see whether I have retained what is necessary.

2) Look at your unit on English Language. If you wanted to ensure you had the key points in this unit, how would you break down the topic into smaller topics? Answer There are various possibilities. For example, you might: look at the contents page and take each broad topic in turn: words, verbs, sentences and paragraphs, punctuation, then take each topic and subdivide it, according to the subheadings, allocating time to each subheading.

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Revision and Exams Or you might: look at each objective and see whether you can achieve what it suggests, review the material to check how much you did or didnt know and plan accordingly.

3) Fill in the plan below for a student who is going to sit an exam in three weeks time on Study Skills. What tasks might they do on which day?

Sunday 1

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sit exam

Answer This is only a suggestion, based around the examples used in the text. Does your answer have some rest time built in as the one below does?

Sunday 1 Plan studying: overview of topics

Monday Unit 1

Tuesday Unit 2

Wednesday Unit 3

Thursday Unit 4

Friday Test myself

Saturday Rest day

Revised plan based on areas of weaknes s Rest day

Weak spots

Weak spots

Weak spots

Weak spots

Test myself again

Review all notes

Prepare Unit 1 triggers

Prepare Unit 2 triggers

Prepare Unit 3 triggers

Prepare Unit 4 triggers

Review sets of triggers

Sit exam

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Revision and Exams 4) What thought/memory processes during the exam might help students to remember what they have learned? Answer

The thought processes suggested are: Memory of what has been read: pages of books, underlines or highlights, notes, Memory of what has been seen:diagrams, drawings, mindmaps, videos, Memory of what has been heard: lectures, tapes, discussions, rhythms, Memory of what has been done: the process of learning the information, where you were, what else was going on, activities you used to help you to remember, memory of procedures (eg, for problem solving).

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3. The Day of the Exam

3.1 Introduction
With your vision of yourself as a successful examinee and the knowledge that you have spent your time wisely and have done the necessary work, all you need now is the confidence that appropriate exam strategies bring.

3.2 Objectives
When you have completed this section, you should be able to: describe a time management strategy during the exam itself, summarise an approach to writing essays during an exam, summarise an approach to solving problems in an exam.

3.3 How Much Time Have You Got?

On the front page of your exam paper, you will see what is known as rubric the basic instructions for the exam. This includes how many questions you have to answer and any restrictions eg, which sections they should come from. Make sure you follow these instructions carefully as it would be a pity to lose marks because you have not answered questions from the correct section.

Here is a rather complicated exam paper rubric from a few years ago.

9.30-12.30

Attempt question 1 and THREE others, at least ONE from Section B and ONE from Section C. (Question 1 carries 31 marks and all other questions 23 marks.)

Students had 180 minutes to cope with this. What was the best way of spending this time?

First of all, you will need some time to read over the paper and work out which questions to answer as well as question 1. If you allow 10 minutes for this, this gives some time to get used to being in an exam Page 33 SS101(rev 1.01)

Revision and Exams (and get over the panic!) Another 10 minutes at the end of a threehour exams gives some flexibility in case youve been struggling. So that leaves 160 minutes. Almost a third of the marks come from question 1, so perhaps almost a third of the time should be allocated to it say 55 minutes. That leaves 105 minutes for the other three questions which neatly divides into 35 minutes each.

So a good strategy for this exam would be:

Reading the paper, settling down Question 1 Question 2 Question 3 Question 4 Checking over

10 mins 55 mins 35 mins 35 mins 35 mins 10 mins

Some people, however, would prefer simply to launch into question 1 and worry about the rest of the paper later. This would be OK, as long as you leave sufficient time. If you spent much more than an hour on question 1, then you would not be allowing sufficient time for the other questions.

Sometimes, people ask whether it would be a good idea to concentrate on your three best questions in a situation like this. The advice is that it rarely would be. In an essay type question, the first 25% is relatively easy to get the last 25% almost impossible. In that case, you will get more marks for trying more questions.

Similarly, in multiple choice exams, you might have 60 minutes to answer 20 questions. Effectively that gives you three minutes to read and answer each question. Any question where you spend any longer will mean a sacrifice in one of the other questions. It may not seem fair, but planning your time is a necessary part of your exam strategy.

3.4 What Is the Question Asking?

Now, we come to the questions themselves. Whether it is a maths problem or an essay, it is vital that you answer the question asked. Look out for instruction words: calculate, estimate, discuss, evaluate. When the instruction is a verb, it is fairly clear. Sometimes, however, you have to work out the instruction as in the following example.

What tools are available to a government to control the growth of the money supply? Answer with reference to the policy of UK monetary targeting during the 1980s.

The broad topic that the students will have been studying is growth of the money supply. There is a big danger that a student will remember Page 34 SS101(rev 1.01)

Revision and Exams the causes of growth of the money supply and ignore all the other words in the question.

The question focuses on control of the growth and also UK targeting and the 80s. Causes are not mentioned at all.

The instruction is hidden in the words what tools. You would be expected to give examples of tools and justify your choice of examples.

It wont necessarily work every time, but it is worth looking at questions and asking yourself: What is the broad topic that we studied that this relates to? How is the question focused? (eg, are there any time periods mentioned, or specific groups of people?) What is the instruction word?

Look back at Unit 2 on writing at university. You will see that we covered this then as well. It is just that you have to respond rather more quickly under exam conditions.

3.5 How Should You Tackle an Essay?

When you have analysed the question, a lot of ideas may come to you at once. The problem is that they might not come in the right order. You could jot them down quickly and then number them to show in which order you should present them in your essay. You can always score this plan out before you hand your paper in (or leave it, if you think it might help the examiner understand what you were trying to do).

3.5.1 Write a Beginning

If you find you cant think how to start your essay, dont be afraid to leave a space and write your beginning last. The beginning is where you set out your stall what you are going to do to answer the question. You might not be fully aware of this until you have done it. (It depends on what kind of writer you are.)

3.5.2 Write a Middle

This is the main body of your essay. Start a new paragraph for each new point or theme if you have made a plan, you have probably identified these. Link your sentences and paragraphs with signposts that help the reader. Use examples and evidence to back up your main argument.

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3.5.3 Write an End

Remember the logic of your argument. Your end is likely to one of the following:

Summary of the main points. Therefore

The conclusion is xxxx because.

Example

Here is how a plan might look for a particular essay topic:

Compare Rogers humanistic approach and Skinners behaviourist approach to education.

Notes and Plan

Rogers person centred, students talk, respect, exploration. Skinner reinforcement, stimulus response, rewards, positive feedback, programmed learning.

Introduction Questions recognises two different emphases: person, behaviour.

Main points 1) Rogers main ideas 2) Skinner 3) Examples to show points of similarity and difference.

Conclusion More differences than similarities, especially..

Now here is an extract from its beginning. Rogers and Skinners approaches to education are very different, because of their different starting points. Rogers begins with the whole person; Skinner with the persons behaviour. A comparison of the two will demonstrate that these different starting points result in different classroom practices.

its middle Page 36 SS101(rev 1.01)

Revision and Exams Humanistic psychology has some overlaps with the behaviourists position in that behavioural changes are seen as significant for education. However, there is more emphasis on feelings in the humanistic view. and its end

There are more differences between Rogers and Skinner than there are similarities. This is because their starting point is so different. The examples above serve to underline the effects of these different initial points of view.

3.6 How Should You Tackle a Problem?

Not all exam questions are essay-based. You might be faced with a multiple choice exam or with a set of problems to solve. Your starting point is the same: make sure you answer the question asked. However, your triggers for answering that question will involve recognition of the concepts and techniques that you have used in the past to deal with similar questions.

The advice below is fairly general it would be a good idea for you to annotate this booklet with your own additional thoughts.

3.6.1 Multiple Choice

Good multiple choice questions are very difficult to write and very easy to mark. They usually consist of one right answer and several plausible but wrong ones, known as distractors. The distractors often represent common errors in reasoning made by students, so if you know your general principles, you should be OK. One piece of advice often given in relation to multiple choice is to work out the answer first and then look for it among the answers given. That way, the distractors have less opportunity to distract.

3.6.2 Longer Problems

There may be several instructions in a longer problem so make sure you answer all parts of the question. Conditions you are expected to produce are a form of instruction too eg, the number of decimal places you are expected to give. If you are asked to provide a diagram, you are throwing marks away if you fail to do so.

One mistake sometimes made in longer problems is that students do not show how they have arrived at the answer. Even if your answer is right, the examiner wants to know that it is not just a lucky guess.

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Revision and Exams Dont lose marks through carelessness; make sure you have carried all parts of a problem through to the end and not left an unresolved issue dangling somewhere. On the other hand, if you have an unresolved issue that will not be worth a lot, dont spend hours chasing for it. Think of its contribution to the total mark; you are aiming to maximise marks, not achieve perfection. Your time might be better spent on the next problem.

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3.7 Self Assessment Questions

1) Your exam rubric reads as follows:

Time available 2 hours. Candidates must answer Question 1 and 2 others. All questions are worth the same.

What would be the best way to spend your time in this exam?

2) Identify the topic, focus and instruction of the following question. What might an answer to this question look like?

Discuss the effects that discoveries about learning styles and preferences have had on the provision of study skills support for students.

3) What should you look out for when answering problems in an exam?

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3.8 Learning Outcomes

Having completed this section, you should be able to: feel confident about your techniques on the day of the exam.

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3.9 Answers to Self Assessment Questions

1) Your exam rubric reads as follows:

Time available 2 hours. Candidates must answer Question 1 and 2 others. All questions are worth the same.

What would be the best way to spend your time in this exam?

Answer You need to make sure that you spend your time in a way that will get you the most marks. So there may be some individual variation. However, a rough guideline might be:

Reading & choosing questions Answering question 1 2 3 Checking over

10 minutes 35 minutes 35 minutes 35 minutes 5 minutes

If you are very keen to start writing, you might decide instead to launch straight into question 1 and then work out what to do with the rest of the paper. You still should not spend much more than 35 minutes on it, or you will not have sufficient time to do the others justice.

2) Identify the topic, focus and instruction of the following question. What might an answer to this question look like?

Discuss the effects that discoveries about learning styles and preferences have had on the provision of study skills support for students. Page 41 SS101(rev 1.01)

Revision and Exams Answer Topic: Focus: dents Instruction: Learning styles and preferences Effects, provision, study skills support for stuDiscuss

Possible approach: Introduction brief comment about learning styles and preferences and study skills support, including dates. What we might expect to see. Learning styles and preferences main themes identified. Study skills support changes in provision. Analysis relationships between styles and provision. Conclusion the discoveries have/have not had an effect on provision.

3) What should you look out for when answering problems in an exam?

Answer Multiple choice: Plan time carefully. Work out answer, then look for it. Watch out for common errors, often in distractors

Longer problems: Identify all instruction words. Identify all conditions eg, how many decimal places. Include your reasoning, not just the answer. Check that you have followed the correct procedure right through. Allocate your time wisely. This may mean not being a perfectionist.

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Checklists for your Exam

Today 1 2 3 Identify all times you have available for revision List the revision tasks you can do between now and the exam - be realistic Allocate the tasks to appropriate times

Between now and the exam If you have only a few days until the exam, you should not be starting new tasks, so omit points 4-7. Youll have done all the reading you can. 1 2 3 4 5 6 7 8 9 10 11 12 13 Put notes in order Review past exam papers Make a list of topics you need to study Identify any gaps in your notes where you will need to do some more reading Create a question bank for yourself Read/reread relevant chapters Make notes on your new reading Highlight key points to go towards your final set of notes Think about what else you might need as well as notes to help you remember - discussion with friends, drawings, etc Prepare your final set of notes for daily review Find out where and when the exam is Review your final set of notes daily Ensure you have everything you need (calculator, pen, etc)

The day before 1 2 Try to get some rest, but dont panic if you cant sleep Dont feel guilty if you are too tired to work; rest instead

On the day 1 2 3 4 5 6 7 8 9 Allow yourself time (say, 10 minutes) to read the exam paper Make sure you understand the instructions Decide on your preferred questions Decide the order in which you will answer them Work out how long you can allocate to each question Try to leave some time for checking (say, 15 minutes) Make a rough plan for each answer Work out the topic, the focus and the instruction for each question Start writing Page 43 SS101(rev 1.01)

Revision and Exams 10 11 12 13 14 Ignore everyone else Pause every so often to collect your thoughts Leave a blank if you forget a word; come back to it later If you still find you have run out of time, make your main points in list form Otherwise, check your answers for errors and fill in any blanks

Think about your own preferred ways of working. If this advice does not fit in, then think about whether you want to follow it.

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