Learning Lists for Science 8
How to do Examinations

Abstract

This page gives a check list of what to do to prepare for a written examination and to do it on the day

© Dr M D Magee
Contents Updated: Monday, 05 January 2004

A. Preparation

1. Study conscientiously over a period of time
2. Key role—revision—revise systematically:
   • Revise continuously throughout course
     • not enough time later
     • aids future study.
   • Make a timetable for revision
     • List revision topics
     • allocate topics to each day
     • revise a variety rather than one
     • don’t omit rest and recreation.
   • Revise with a friend
     • a gives better subject balance
     • can help each other—explanations, tests, etc
     • reduces anxiety and builds confidence
     • don’t allow trivial chat—keep purposeful.
   • Find out what is required
     • Syllabus—what topics?
     • Past papers—what questions?
     • Anything compulsory?
     • How long for each question?
   • Practise what is required
     • Practice recall—creative patterns
     • Re-organise your ideas—more interesting:
       • discussions
       • assemble and revise all notes on a topic together
       • revise related topics together
       • criticise your old notes
       • re-write and write summaries.
     • Practice answering past papers
       • Analyse questions over past few years
       • Assemble related questions together
       • Write outline plans
         • creative patterns
         • convert to linear notes
         • keep for last minute revision.
       • discuss answers with colleagues
       • Don’t depend on predicting questions but be able to answer popular ones.
3. On day before the exam
   • Don’t learn new things
   • Either revise normally or relax
   • gather together exam equipment
   • The evening before relax, watch TV—early to bed

B. Technique

1. Maintain confidence, therefore don’t discuss exam immediately beforehand
2. Read right through the exam paper (5-10 mins):
   • Note carefully the instructions
     • How long?
     • How many questions need answering?
     • Do any carry extra marks?
     • Any compulsory questions?
     • Are there sections to the paper?
     • Are any instructions different from usual?
   • What is each question asking for?
     • Key verbs—do what is asked:

       Analyse	Define	Illustrate	Reconcile
       Assess	Describe	Interpret	Relate
       Comment	Discuss	Justify	Review
       Compare	Enumerate	List	State
       Contrast	Evaluate	Outline	Summarise
       Criticise	Explain	Prove	Trace

     • Don’t change the verb to suit yourself!
3. Budget your time:
   • Allocate according to marks per question
   • Equal time if equal marks
   • Leave 10 minutes for checking at end
   • Divide remaining time among questions
   • Write down finishing time for each question.
4. Outline all questions to check how much you know
   • Jot down main ideas
     • creative patterns
     • free association
     • keywords.
   • Put into logical order
   • Allow perhaps ¼ of the time for this
     • avoids repetitious answers
     • cross fertilisation of ideas
     • full answers easy to write
     • helps choose right questions.
5. Determine priorities:
   • Compulsory questions first
   • Best questions next
   • Don’t over-run budget time: ½ + ½ > 1
6. Answering questions:
   • stick to the point
   • do what is asked
   • Be concise
   • Write legibly—be presentation conscious
   • Use diagrams to save words.
7. Checking:
   • don’t rush away—check answers
     • any important omissions—eg a “not”!
     • periods in calculations
     • faulty grammar or spelling.
   • Don’t have a post-mortem—it’s always depressing.

C. Learn from Examinations

1. Exams have diagnostic value:
   • Note examiner’s comments
   • Compare with model answers
   • Discuss with the tutor
   • Follow up your weak areas.

Reference

• D Rowntree, How to Study, chapter 7

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Before you go, think about this…

Fundamentalist Christians argue that not to make every effort to save a premature child is to condemn it to die. Why then did God let the child be born premature in the first place? Nature is showing the child is not viable as a living human being. Paediatrician and ethicist Richard Nicholson says two thirds of premature infants born at less than 26 weeks die, and of those that live, two thirds suffer serious irreversible brain damage. Only one in ten of premature babies under 26 weeks has a chance of a normal life. Electroencephalograms (EEG) show their brains scarcely work, functioning connections between brain cells mostly developing from 24 to 32 weeks of pregnancy. Infants born before 26 weeks rarely develop normal brains. “Let the infant die now before its brain begins to function,” is Nature’s message. She is being kind, but God’s deranged followers are Satanic, persisting in torturing a defenceless foetus. Parents of premature children ought to be told the truth, and not given false hope by parsons or by doctors.