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“Reducing Exam Anxiety & Stress”

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1 “Reducing Exam Anxiety & Stress”
Mercer University Academic Resource Center Exam Preparation and Performance “Reducing Exam Anxiety & Stress”

2 When Do You Start Studying for an Exam?
On the first day of class! How? Read your course outline/syllabus with a fine tooth comb Write in your exam schedule on your semester planner Stay on top of your coursework from that day forward

3 Never Stop Studying for the Exam
Do all your work thinking about how you can make it easier to study for your tests and final exams Design your notes so that they can easily be reduced into useful study summaries Listen in class so you know exactly what will be on the test Take time to generate questions that will help you recite and reflect on the material to be tested

4 Creating a Study Environment
Put your desk against the wall so that you face a wall when you study to decrease distractions. Put all pictures, mementos, and decorations on the other side of the room so that they don't distract you from your work. Don't use your desk for anything but studying; by the same token, don't use your bed for studying— establishing habits will make concentration easier. Only use your computer for assignments that you have to. If your computer has to be on, but you don't need the internet, unplug the connector and/or disable your wireless. Turn off the ringer on your phone(s) and turn down the volume on the answering machine. Establish times with your roommates/family members for studying to ensure peace and quiet. Turn off the television or stereo— only listen to light, familiar music if you need background noise. Study in a well-lit area. If people are too loud for you to concentrate, try asking them to be quieter

5 Creating and Using Note Cards
When note cards are a good idea when you are a visual learner when you will be given an objective test

6 Creating and Using Note Cards
Using them the right way frequently shuffle the cards to keep from learning them in order use only one concept per card- they aren’t designed to hold more use your own words- by putting concepts in your own words, you’re actively learning while you create them take out the ones you know until the final review- don’t waste your time studying things you already know

7 Use Cornell Method Notes and Follow these Study Steps:
Record – make notes legible and complete Reduce – write questions, cues, and vocabulary in cue column Recite – test self with verbal or written exercises based on cue column and summary Reflect – expand and analyze implications; generate searching questions Review – utilize summary to locate selected topics for repetitive recitation

8 Recitation as a Rehearsal Strategy
Steps Read Convert to a question Test Benefits Involved Feedback Motivation Distinctions More than re-reading Cultivates recall over and above simple recognition

9 Create Summary Sheets that:
Fold over to display questions and cover up answers (or use index cards) – repetition and recitation Focus on summaries, and some cue questions - reduction Relate to questions that are of particular interest to you – reflection Motivation Conceptual organization topical categorical

10 Visual Organizers Use your own words and representations
Organize to reduce information to a manageable amount without losing conceptual depth Prepare tools for rehearsal strategies CARDS Concept maps and charts Compare/contrast charts Flow Charts Fishbone diagrams Venn diagrams Time lines Word maps Color coded notes

11 Memorization Techniques
Association – link new information to prior knowledge or experiences Rehearsal – use different learning modalities Relevance – make the information meaningful to your personal beliefs or to a broader understanding of the course Mnemonics – if you are an auditory learner, use songs instead of simple lists or words Clustering – give in to the 7 plus or minus 2 rule and find logical groupings that streamline what you have to memorize Self-testing – practice putting yourself in a testing situation

12 Anticipate the Test Find out first:
Format – objective (multiple choice/T or F/fill in the blanks/etc) or subjective (short/long answer) or a mix Value and length Time and place it will be given Topic, chapters, and readings covered Focus on class lecture, readings, and/or lab Open-book or closed-book Cheat sheets allowed Special tools allowed or required Will spelling and grammar mistakes count against grade

13 Prepare Deliberately Start studying 3-4 days prior to the test (weeks prior to exams) with the following completed Reading Study materials such as summary sheets, concept cards, timelines, etc. List of important concepts that will appear on the test Study plan spelling out how with whom when where

14 Create a study schedule and stick to it!
Block in all time (breaks, food, classes, sports, sleep, etc)

15 Give Yourself a Healthy Edge
Relax the night before the exam Do not cram Get at least 6 hours of sleep Get up early (as much as 3-4 hours) the day of the exam Shower, eat breakfast, and take a brisk walk to focus your concentration Review notes, books, and study materials

16 Start the Test on the Right Foot
Take a pen, your notes, and books to the testing site so you can study Take your watch if you prefer to use it to track your time When you receive the exam, take a deep breath and relax Read, analyze, and follow test instructions Write legibly, use a pen, and leave extra space so that the grader can read your exam easily

17 Approach the Test Carefully
Scan the entire test Check content Circle key words and underline important phrases Gauge relative values of questions based on assigned point values Answer questions you are sure of first Only write down answers that are correct so you will return to uncertain questions later Build your confidence and let your memory trigger recall of other information

18 Pace Yourself Calculate how much time you will need to review the test
Mercer University Academic Resource Center Pace Yourself Calculate how much time you will need to review the test Spend the appropriate amount of time on each question based on point value Move on and finish the test and come back later to questions left unfinished

19 Don’t Give Up on Any Questions
Pay attention to interrelated statements and questions that could help you recall information for other questions Answer every question even if you have to guess Guess only after you have answered every question that you can Use common sense in your guesses, but also stay on topic

20 Take a Final Look at Your Work
Save enough time at the end of the exam to review your answers Make corrections and additions in the extra space you left around your answers Check that you have understood the questions correctly Check that your answers are accurate and complete

21 References Center for Advancment of Learning, Learning Strategies Database. Muskingum College © 1998 < Nist, Sherrie L. and Jodi Patrick Holschuh, Active Learning: Strategies for College Success. Needham Heights: Allyn & Bacon, 2000. Pauk, Walter, How to Study in College. 7th ed. Boston: Houghton Mifflin Company, 2001.


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