Planning for Tests and Assignments in University

1. Planning for Tests and Assignments in University Wednesday, July 11th

2. Resources for Planning Assignments Tools for figuring out how to break down the process of completing an assignment: • http://cdev.concordia.ca/documents/Learning/learning_handouts/time_management/TimeManagementStrategy.pdf • http://news.library.ryerson.ca/assignment-calculator/

3. Reasons People Do Poorly on Exams • High stress level • Not prepared • Un-organized • Time management • Studying wrong material • Don’t read/answer questions properly

4. Reasons for Test Anxiety • Very often, test anxiety is a result of one or more of these things: • Being unprepared • Lack of sleep from last minute studying • Negative belief that tests are “out to get you”

5. Dealing with Anxiety • Start early: Keep the test in mind while you are first learning course material • To have the optimum level of success, your preparation must beginon the first day of class

6. Dealing with Anxiety • The syllabus is a well of important information • Read it early on, it should be the first place you look for test information • E.g. Test dates, number of tests, test worth, make-up of tests

7. Dealing with Anxiety • Clarify the expectations of the test with your professor or learning skills tutor if you feel unsure

8. Dealing with Anxiety • Organize yourself to succeed with plenty of time (make a study strategy) • Calculate the amount of time you need to study • Create a study plan detailing what you want to accomplish • Be flexible with your plan • Make allowances for unexpected distractions • During your study period you should STUDY, not complete course work

9. Dealing with Anxiety • Prepare yourself mentally • Find out about the exam • Ask the instructor directly • Use past exams if possible • Maintain a positive attitude • Practice relaxation techniques • Visualize success

10. General Study Tips • Prepare • Know what you are being tested on • Know the objectives so you can identify the material to study • Make sure you are clear on the course objectives and focus on those • Quiz yourself • Relax and breath

11. Preparing for a Successful Exam Day • Attend class regularly • Avoid cramming • Organize your study area • Form a study group • Teach it to someone • Over learn • Study your outline • Relax • Sleep • Shower • Eat well

12. Test Day: Feel Your Best! • The night before... • Double check and note the time and location • Prepare any writing materials or other equipment you might need • End study with a total break – a relaxing activity before bed • Set your alarm and make back-up arrangements to wake up • Get a full night’s sleep

13. Test Day: Feel Your Best! • The day of... • Eat a good breakfast – nothing that will disagree with you • Wear comfortable clothing • Get to the testing room early to get comfortable • Use the bathroom before the test • Review, and go over the info you’re having the most trouble with right before • Stay relaxed, but gear up!

14. Levels of Learning • One thing you can do to help prepare is ask your professor to clarify what type of test you are going to write • Professors use different levels of learning to structure your exams, so if you can determine the level of learning required you will be able to study using the appropriate strategies which = GREAT MARKS!

15. Direction Words • You can determine the level of learning by paying attention to direction words • Direction words tell you what you must do to answer a question/item

16. Levels of Learning/Direction Words • Knowledge/Recognition • Direct you to hit the nail on the head • Professor is not interested in whether you have critically analyzed the material or not • There is no room for opinion • These questions are generally quick to answer, either you know or not • Ex: What is the name of Canada’s only past female prime minister?

17. Levels of Learning/Direction Words • Comprehension/Recall • More demanding • Not only do you identify the what but you explain the why • Answers need to be crafted like a discussion • You need to demonstrate an understanding of information • Ex: Name two elements from the periodic table and explain the result of their being combined.

18. Levels of Learning/Direction Words • Application • Most popular among professors • Undertake more complex analyses than just discussion one concept • Students need to show that their knowledge is competent enough to apply to different situations • Take theories and relate them to something concrete • Ex: What astrological sign are you? In what ways does it or does it not embody your character?

19. Levels of Learning/Direction Words • Analysis • Student is expected to show critical skills when dealing with questions like this • Student is expected to have a greater depth of knowledge of each concept • Must be able to realize the relevance of each concept to answer the question • Ex: Does the popularity of U.S. television worldwide indicate something positive or negative for the global economy? Discuss.

20. Levels of Learning/Direction Words • Synthesis • Requires the student to bring together course concepts, and integrate them effectively • Requires the student to use their analysis to recognize the relevance of information BUT also bring together different concepts • Ex: Show the relationship between communism and dictatorship by discussing examples of each type of political leadership in the context of the second world war.

21. Levels of Learning/Direction Words • Evaluation • Using the five fore mentioned learning levels, students will demonstrate a thorough understanding and knowledge of the course concepts and objectives • Students will then be expected to argue an informed opinion based on the course concepts • Ex: Compare and contrast two protest movements in their development from the time of their incarnation to the present. Which do you deem to be more effective in the long term, and why?

22. Navigating through Multiple Choice Exams • Preview the exam • Note the questions that look easiest • Skip the hard ones • Figure out how much each question is worth • Figure out the % of time to spend on each questions and be vigilant about sticking to your plan

23. Navigating through Multiple Choice Exams • START WITH QUESTIONS YOU ARE FAMILIAR WITH!

24. Navigating through Multiple Choice Exams • ONCE YOU HAVE WORKED YOUR WAY THROUGH THE QUESTIONS YOU KNOW START BACK AT THE BEGINNING

25. Navigating through Multiple Choice Exams • USE THE KNOWLEDGE THAT YOU HAVE GAINED FROM THE QUESTIONS YOU KNEW TO TRY AND MAKE AN EDUCATED GUESS ON THE ONES YOU ARE NOT SURE OF

26. Navigating through Multiple Choice Exams • When you are STUMPED! • Read the question twice • Look for and circle/underline the key words • Be wary of absolute words like all, always, never

27. Navigating through Multiple Choice Exams • When you are STUMPED! • Cover up strategy: • Cover up the alternatives after you have read the stem

28. Navigating through Multiple Choice Exams • When you are STUMPED! • Eliminate confusing jargon • i.e. Not lacking = having • i.e. Does not have none = some

29. Navigating through Multiple Choice Exams • When you are STUMPED! • Note similar alternatives and figure out what makes them different from each other

30. Navigating through Multiple Choice Exams • When you are STUMPED! • Look for the answer with the most course content, most detail, and that is error free

31. Navigating through Multiple Choice Exams • When you are STUMPED! • Go with your GUT and GUESS! • You’ve done the readings, studied well – you may know more than you think • Go with your gut feeling, and don’t change it unless you have a GOOD REASON

32. Essay Exams • Why do teachers use them? • They’re easy to make • They are generally assumed to require higher levels of thinking • They’re more applicable to the outside world

33. Essay Exams • In preparation • Organize your notes to see how course concepts relate • Practice writing sample answers • Find out the grading scheme/expectations • Do they mark spelling? Grammar? Penmanship? mark-per-point? Structure? • The professor for your class may not be present at the exam – ask directly

34. Essay Exams • When you sit down to write your test: • Read the directions carefully • Read questions carefully and thoroughly • Make notes for every question you consider • Decide on the order you’ll answer in • Budget your time

35. Essay Exams • Cue words: • They provide the direction for the form in which your answer will take

36. Essay Exams: Examples of Cue Words • Analyze: Break into separate parts and discuss, examine, or interpret each part. • Compare: Examine two or more things. Identify similarities and differences. • Contrast: Show differences. • Classify: Arrange into groups by shared characteristics. • Criticize: Make judgements. Criticism usually involves analysis.

37. Essay Exams: Examples of Cue Words • Define: Explain the exact meaning and relate to the course of subject. Be brief and precise. • Describe: Give a detailed account. List characteristics, qualities, and parts. • Evaluate: Give your opinion. • Explain: Make an idea clear. • Interpret: Comment upon, give examples, describe relationships. Explain the meaning • Justify: Prove or show grounds for decisions.

38. Essay Exams: Rules for Writing Your Answers • Make an outline • Use appropriate technical terms - If possible begin the essay by using the question in a way that makes it obvious that you understand what it means • Be specific (direct and clear) as you answer the question • Review and correct your answer

39. Essay Exams: After You Write • Review every answer • Allot about ten minutes at the end of your writing • Look for accuracy, clarity, and mechanical errors • Write outlines for questions you have not had a chance to complete • You may still receive park marks for point form answers • Beginning an essay questions can get you marks too

40. Essay Exams: Some Final Hints Longer essays often mean more marks • NOT at the cost of organization, meaning, etc. • Write short-answers as clearly and concisely as possible • Place your test near the bottom of the stack