Some Tips and Tricks to Help With Exam and Test Writing.
Each year twice a year
I review with my kids the basic guidelines for studying for and writing an exam.
Nothing beats being prepared and studying properly for a test or exam, but even
with preparation there are a few tricks and tips to increase your success on a
test.
Reasons
to read entire exam over first:
·
Pay special attention to the
instructions and what is being asked, such as whether there is a penalty for
incorrect answers, what the mark value is for each question, and if you are
required to answer all questions or for example 2 of 3, or one from each
category. It would be a shame to waste time answering more OR lose marks for
answering less than is required. Remember that part of the exam is testing your
ability to understand and follow the instructions.
·
By reading and underlining key words in the question it
will force you to focus and remind you as you go through the exam what the
instructions are and what is being asked for a specific question(s).
·
You will find out at the beginning of
the exam if you need clarification on any part of the exam, such as if rough
notes can be handed in or does everything have to be written on the exam or
tests sheets, or if a question that is not clear. BTW: It is okay to ask for clarification.
Worse case they say they cannot give you any clarification or information.
·
Sometimes questions (and in the case of
multiple choice the answers) contain the answers or clues to other questions, can jog
your memory or help with ones you are not sure of.
Important
Things to Remember:
·
If not indicated in exam instructions
ASK if rough notes on sheets that are not part of the official exam can be
handed in. If so hand them ALL in and number which question the notes are for.
If not, be sure that all your notes are on the exam sheets. Often you will get
partial marks for point form notes, even if you did not have time to answer the
question fully.
·
Show all your work and the thought
process that brought you to your answer. Often an incorrect answer will get you
partial marks if you can show how you came to that answer.
·
Budget Your Time: This is important! If
you spend the entire time answering 20 multiple choice questions worth 20
marks, but do not answer the 1 essay question worth 40 marks you will do poorly
on the exam. Assign time based on the mark value of the questions and whether a
question is mandatory to answer in order to pass the exam.
Example:
1 Hour Exam
5 min: to read over entire exam
10
min: to answer 20 multiple choice questions (20 marks)
15
min: to answer 10 short answer questions (40 marks)
20
min: to answer 1 5 paragraph essay question (40 marks)
10
min: to review and proof answers and to go back to any incomplete answers
60
min total
·
Reminder:
read the entire question and underline key words, concepts and requirements (e.g. 2 parts)
·
Answer easiest questions first, and
circle (in pencil) those you do not know the answer to, or you are having
difficulty answering in full. Circling will make it easy for you to find them
later. Erase the circle as you complete the questions.
·
Write legibly. If a teacher cannot read
your answer, no matter how brilliant the answer you won’t get marks for it.
Poor writing in essay questions breaks the flow and concentration of the reader
and impacts the overall impression of the quality of the answer.
Multiple
Choice Questions:
CHECK
IF THERE IS A PENALTY FOR INCORRECT ANSWERS IN THE INSTRUCTIONS!
·
Read the entire question before you
answer. Ideally you know the answer before you read the answer options.
·
Read ALL of the answer options before
answering the question. You are looking for the MOST correct answer. All the
answers may be true but you are looking for the one that answers the question
most fully or correctly.
·
If there is no penalty for incorrect
answers and you are unsure of the answer try to eliminate as many of the
options as possible, or the obviously wrong answers.
If you know that at least 1 answer is true – then eliminate
“none of the above” Same holds
true if you
know at least 1 answer to be false then eliminate “all of the
above”.
If the question uses “an” then you are looking for an
answer that starts with a vowel. If the
question
uses “a” then you are looking for an answer that starts with a consonant.
·
Can’t say this enough - often exam
questions and answers contain the answer or clues to the answer to other
questions, or can jog your memory.
Essay
Questions:
These are generally
worth the most marks on an exam and can contain multiple parts to the question.
Be sure to read the instructions very carefully. If you write a fantastic essay
that doesn’t answer the question, or only part of the question your marks will
reflect this. Be sure to hand in any notes or essay outlines you do. If you run
out of time you may get part marks for these notes.
·
Organize your thoughts and make a quick
outline of your answer. This shows your thought process to the teacher and
reduces having to try to erase or rewrite to reorganize, add to or edit your
answer after the fact. It will improve the flow of your essay.
·
Be sure you understand the question
being asked, and the purpose of the essay. Is your essay to inform, persuade,
give an opinion, or merely to entertain? (Note: do not use “I” or “me” or the
first person unless it is an editorial or opinion essay)
·
Types
of Essays: Narrative
Editorial or Opinion
Compare and Contrast
Descriptive
Persuasive
Cause and Effect
·
Essays are generally a minimum of five
paragraphs; introduction, three body paragraphs and a conclusion. Each
paragraph should be a minimum of four to five sentences long.
Paragraph One - The introduction: Includes the thesis
statement, what the essay is about,
and the
position being taken. Usually it restates the question in some way, and
tries to hook the reader or grab
their
attention.
Paragraph Two – Body Paragraph 1:
The first point, and generally your 2nd strongest point to grab the reader’s attention. Each of the body
paragraphs should include a point, evidence of this point (e.g. fact or quote)
and an explanation why this evidence helps to support or prove your point. This is
called the P.E.E. method: Point Evidence Explanation.
Paragraph Three – Body Paragraph 2: Weakest point, since you
still have the reader’s attention
at
this point in the essay.
Paragraph Four – Body Paragraph 3: strongest point, since your
readers attention may be starting to
wane, and this leads into
conclusion.
Paragraph Five – Conclusion: Restates thesis position and pulls
the body paragraphs together,
with a
call to action.
·
If you are unsure of exact dates show
you know the chronological order of events, and understanding of why this order
is important, for example cause and effect. Another option is to use
approximations such as approximately 250, in the 1920’s, the dirty thirties,
1600th century, or mid century.
·
Know the mark value. If an essay is
worth 40 marks then there should be sufficient points and evidence backing up
those points to account for 40 marks. In other words 4 or 5 sentences are
probably not going to cut it.
If
you are finished your exam early Do Not Leave!
If you are done early
take the time to proof your work and make sure you have indeed answer the
questions being asked and all parts of the question. Can you improve your
answers by clarifying, improving flow, or adding detail?
Here are a few links with Tips on Exam Writing you might find helpful:
Yep, just me Cathy thinking out loud about exam time.
Every year I am dragged kicking and screaming into my son's fishing obsession. 
My kids got their first cell phones in Grade 9. At that time the policy at the elementary and middle school was cells phones were not permitted in class, had to be stowed in lockers and turned off during school hours and on school grounds. Failure to do so resulted in the phone being confiscated for the day, and repeated offenses resulted in a call to the parents to pick up the phone at the school office. Once they hit high school cell phones were to be turned off and stowed in their knapsacks during class. Failure to do so often resulted phones going into Cell Phone Daycare (aka a box on the teacher’s desk) until the end of class, and repeated offenses usually led to a call to the parents.
