Begin reviewing early. This will give your brain time to get comfortable with the information.
Conduct short daily review sessions. You can ease into more intense review sessions prior to major exams.
Read text assignments before lectures. This will help identify concepts the professor considers important.
Review notes immediately after lectures. This will help identify information that you do not understand while the lecture is still fresh. You may also want to re-read or annotate the texts after the lecture.
Create review tools. Tools can include checklists, mind maps, predict test questions, flashcards and textbook CD’s or practice tests.
Review with a group. This will enable you to cover important material that you may overlook on your own.
Conduct a major review early enough. Allow for a visit to the instructor if necessary.
Break up the study tasks into manageable pieces. Study while you are mentally alert.
Study the most difficult material when you’re alert.
Don’t just cram the night before an exam.
Get plenty of sleep the night before an exam.
Don’t go to the exam with an empty stomach. Eat healthy food.
If you need help in a subject area, consider getting a tutor or ask for help from your instructor or classmates.
Anticipating Test Content
Pay particular attention to any study guides that the instructor hands out in class.
Pay particular attention just prior to the exam to points the instructor brings up during class lectures.
Generate a list of possible questions you would ask if you were making the exam, then see if you can answer the questions.
Review previous tests graded by the instructor.
Confer with other students to predict what will be on the test.
Guidelines for Multiple Choice Questions
Eliminate options you know to be incorrect.
Cover up the answers – read and answer the main question then review your choices
Give each option of a question the “true-false” test.
Question options that grammatically don’t fit with the stem.
Question options that are totally unfamiliar to you.
Question options that contain negative or absolute words. Try substituting a qualified term for the absolute one, like frequently for always; or typical for every to see if you can eliminate it.
“All of the Above”: If you know two of the three options seem correct, “all of the above” is usually a strong possibility.
Look alike options: Probably one is correct. Choose the best, but eliminate choices that mean basically the same thing and thus cancel each other out.
Double negatives: Create the equivalent positive statement and consider.
Echo options: If two options are opposite each other, chance are one of them is correct.
Favor options that contain qualifiers. The result is longer, more inclusive items that better fill the role of the answer.
If two alternatives seem correct: Compare them for differences, then refer to the stem to find you best answer.
Guidelines for Essay Questions
Organize your thoughts before you begin to write. A short outline will improve your answer. Write the topics and key introductory words.
It can be helpful to memory “dump” any information you have at the beginning of the exam.
Paraphrase the original question to form your introductory statement. The process helps you get the question straight in your mind.
Use the principles of English composition. Form a clear thesis statement (statement of purpose) and place it as near to the beginning as possible.
Write clearly! Teachers need to be able to read it.
Use lists or bullets wherever possible. Numbers or bullets allow teachers to easily see your points.
Identify the verbs or words in the question that give you direction. Key words in each question describe the task you are expected to complete.