1. Academic Success Center: Exam Preparation PRESENTED BY: ACADEMIC SUCCESS CENTER STAFF

2. What does the ASC provide?  Location: 1060 Hixson-Lied (across from Maple/Willow/Larch, off the 23 bus route)  Hours: 8:00-5:00, Monday-Friday. Website Resources 24/7  Services:  Academic Coaching  Psych 131: Academic Skills  Presentations/Handouts  Tutoring  Supplemental Instruction (SI)

3. Objective & Roadmap Student Learning Outcome: To recognize previous exam performance and create a plan to be successful for future exams.  Study Strategies  Exam Prep  Time Management  Prioritization

4. Study Strategies

5. Quick Study Tips READ OVER THE HANDOUT AND IDENTIFY ANYTHING NEW YOU MIGHT WANT TO TRY OR SOMETHING THAT YOU’VE ALREADY BEEN DOING THAT WORKS FOR YOU

6. Bloom’s Taxonomy of Learning: Theoretical framework with 6 different levels of thinking: Remembering Understanding Applying Analyzing Evaluating Creating Teachers use it! Create their tests and course learning outcomes The higher you move up the pyramid, the deeper you will learn the concept because you are engaging in deeper critical thinking.

7. Application of Bloom’s Taxonomy How do you use this though as a college student?

8. Breaking Down & Applying Bloom’s Taxonomy Level 1: Remembering Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers. Key Words: Choose, Define, Find, Label, Match, List, Recall, Select, Name, Omit, Show, When, Who Common Questions:Individual Study StrategiesGroup Study Strategies What/Where is? How would you show…? How/When did__happen? Which one…? How is/Who was…? Can you list three…? Why/When did…? Can you recall/select…? 1)Practice labeling diagrams 2)List characteristics 3)Utilize and quiz yourself with flashcards for diagrams, words, or equations 4)Take a self-made quiz on vocabulary 5)Draw, classify, select, or match items 6)Write out the textbook definitions 1)Check a drawing that another student labeled 2)Create lists of concepts, equations, and processes that your peers can match 3)Place flash cards in a bag and take turns selecting one for which you must define a term 4)Do the above activities and have peers check your answers

9. Breaking Down & Applying Bloom’s Taxonomy Level 2: Understanding Demonstrate understanding of facts & ideas by organizing, comparing, translating, interpreting, describing, & stating main ideas. Key Words: Classify, Compare, Contrast, Illustrate, Interpret, Summarize, Translate, Explain, Demonstrate, Infer Common Questions:Individual Study StrategiesGroup Study Strategies How would you classify/compare/contrast…? State in your own words/Rephrase the meaning…? What is the main idea of…? Which statements support…? Explain what reaction/event is happening…? What can you say about…? Which is the best answer…? How would you summarize…? 1)Describe a process/reaction/event/ concept in your own words without copying it from a book or another source 2)Provide examples of a process/etc. from either your text or own experiences 3)Write a sentence using the word 1)Discuss content with peers 2)Take turns quizzing each other about definitions and examples of the concept and have your peers check your answer(s)

10. Breaking Down & Applying Bloom’s Taxonomy Level 3: Applying Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. Key Words: Apply, Choose, Experiment With, Solve, Plan, Organize, Develop, Build, Identify, Utilize, Construct Common Questions:Individual Study StrategiesGroup Study Strategies How would you use…? What examples can you find to…? How would you solve ___ using what you’ve learned? How would you organize ___to show …? How would you show/apply your understanding of …? What approach/plan/equation would you use to…? What would result if…? What elements would you choose to change…? What facts would you select to show…? What questions would you ask in an interview with…? 1)Review each process you’ve learned and then ask yourself: “What would happen if you made a subtle or a complete change to something in the problem/situation?” 2)If possible, graph a process & create scenarios that change shape or slope of the graph 3)Utilize the ‘Step-by-step’ Process to formula/equation 1)Practice writing out answers to old exam questions on the board and have your peers check to make sure you don’t have too much or too little information in your answer 2)Take turns teaching your peers a process/equation/concept while the group critiques the content

11. Exam Prep DIFFERENT TEST FORMATS 5 DAY STUDY PLAN 7 DAY STUDY PLAN CRAMMING

12. Different Test Format Strategies  Short Answer  Essays  Open Book Exams  True/False  Multiple Choice/Object Tests  Math & Science Problems

13. Short Answer  Use your initial survey of the test to determine how much time to spend on each response  Short answer responses require no introduction and should be brief and to the point  Do not fall into the trap of elaborating on a short answer question because you feel confident of your response. Answer succinctly and continue onward.

14. Essays  Underline or circle the important words in the essay question. Be careful to note when more than one question is asked and which particular points must be addressed.  Consider what the question is asking.  Think before you write  If the essay asks you to answer multiple questions, number them on the sheet and be certain to address each systemically.  Get to the point. Avoid wordy, rambling sentences by using brief transition words: for example, accordingly, similarly, finally.  Avoid personal opinions  If you are running out of time and not done so already, outline the remaining points you wish to make in your essay.  Check your spelling and grammar when you are done.  As you proofread your essay, ask yourself whether you have answered the question(s)?

15. Open Book Exams  Sometimes given when a student needs to refer to charts or other materials in the text. You must prepare for an open book exam as thoroughly as you would for a closed book exam. You won’t have time to re-read and look for formulas during the test.  Number and index your text book so that the parts of it that you need to reference are easy to find.

16. True/False  The statement must be 100% true in order to be marked “true,” not 50% true or even 99%. This could be the difference of just one word, so read carefully.  Because of this, false answers tend to be extreme in their wording and true answers moderate.  Usually false key words: no, never, none, always, every, entirely, only  Usually true key words: sometime, often, frequently, ordinarily, generally  When in doubt, guess “true.” You have a 50% chance of being right, and since the purpose of the exam is to impart accurate information, tests tend to be weighted slightly toward true answers.

17. Multiple Choice/Objective Tests  Read the directions carefully, as you might be asked to select the one incorrect option or to choose more than one answer  As with true/false questions, be sensitive to the wording of the question. Is the wording extreme or moderate?  Eliminate any answers which are obviously wrong first  Choose the best answer, which is not necessarily the familiar answer. Try not to second guess yourself.  If you are stuck, select “all of above,” if that is an option. As with true/false questions, the purpose of the exam is to teach as well as test, “all of the above” is correct slightly more often than you might expect.

18. Math & Science Problems  Read through the problem carefully to discern what the question is asking precisely. Be able to state the problem in your owns words.  List the knowns, the implied unknowns and the parameters of the problem using your own notation. What relationship do the assembled facts have to one another? Do any formulae jump to mind? If so, write them down.  Draw any appropriate diagrams or illustrations.  Does the problem remind you of something from your text or lecture notes? If so, what was the case then? Does it apply to this problem?  If you come back to a problem and still cannot find the answer, circle the work that you want the instructor to grade (assuming you have more than one approach on the page). Cross out the superfluous work, leaving it still readable.

19. 5 Day Study Plan

20. 7 Day Study Plan NOTE: For both the 5 and 7 Day Study Plan, feel free to be creative and modify them. Whether this be adding or subtracting the duration of studying per day, choosing your own study techniques per day, OR changing the number of days you study! Make it work for you!

21. Cramming  The ASC does not recommend cramming for exams. However, if you find yourself in that situation, here are some strategies:  What to do  Accept the fact that you cannot study everything. Give up the goal of perfect studying; it’s too late this time. You must make hard choices.  Relax…as best as you can. You will remember more when you are relaxed. Breathe deeply and think calming thoughts.  Start by thinking about your instructor. What knowledge do they value most? Definitions? Principles? Facts? Solving problems? Get those things as clear in your head as you can.  Look for important knowledge in books or notes. Skip less important or supplemental information. Scan pages to find what you want. Use clues like chapter sub-headings, boldface type, summaries, etc.

22. Cramming (continued)  When you find something important, try this:  i. Read the section slowly and give yourself time to understand it  ii. After you understand, memorize this way  1.Read the line  2. Look away and summarize the line in your own way  3. Look back and check your accuracy  4. Repeat until you get it right twice  5. Mark the place for review if there is time

23. Cramming (continued)  Continue skimming pages and hunt for more information  Try to study some important things for each chapter assigned. Why? Because teachers usually try to balance the questions among all parts of the material covered.  If you face an essay test rather than an objective test, you will usually need to memorize the material more completely because there won’t be any clues available on the test.  Final advice: Study in advance next time and you won’t need emergency studying

24. Time Management

25. Week @ a Glance Weekly Schedule Exercise 1. Classes 2. Work/Student Orgs 3. Eating/Sleeping/Working Out 4. Weekend non- negotiables 5. Study time (at least 3 hours/day)

26. Prioritization What happens when life starts getting hectic? There are so many things to do, and not enough time,

27. Weekly Task Sheet Traditionally structured weekly to-do list Use for all applicable schoolwork and personal tasks Great for people who want to be detailed, such as having due dates and time estimations Use this weekly or during hectic times!

28. ABC To-Do List This allows you to use the ABC method of prioritization to organize your crazy week! The ABC Method was originally developed by Alan Lakein and consists of assigning a priority status of “A,” B”, or “C” to each of the items of your to-do list or task list. It allows you to take a total inventory (called the Mind Dump) of all you need to do within a week and then fill them into the high, medium, or low priority categories for each day of the week. Just remember that whatever doesn’t get completed will need to be carried over to the next day!

29. Work Time

30. Exam Logistics Things to check before the exam!  Time?  Location?  Grade you need?  Whether it is cumulative or not?  Which tests are going to require more studying than others?

31. Thank you! 1060 Hixson-Lied Student Success Center Phone: 515-294-6624 success@iastate.edu www.asc.dso.iastate.edu @IowaStateASC