SOES1003: Revising for exams

1. SOES1003:Revising for exams Joy Moloney Learning and Teaching Coordinator

2. Learning outcome • At the end of the session you will be able to know the key revision/exam challenges for you and be able to adopt an appropriate strategy for managing the process

3. Which statement best represents your view about revising for exams? • I am totally confident about my ability to effectively revise and take exams • I am fairly confident, but it is a leap into the unknown • I am not at all confident and am trying to ignoring the looming exams • I am not at all confident and need a kick to get me going • I am getting very anxious about the whole process

4. Which is the most common message to you from staff? • Start revision early • Have a clear and effective revision plan • Answer the question • Do the preparation on past exam papers and read any generic feedback • Know the type of exam paper and use the appropriate strategy

5. The preparation…. • Find out how you will be assessed – type of exam (MCQ/MRQ, essay - short or longer answers) • Read any guidance about eg the wording used in exam questions (Academic Skills Guides) • Read past exam papers (review which learning outcomes tend to be met by exams and type of knowledge required), are there any model answers? • Clarify if you will have choices about questions to be answered • Read any generic feedback from previous years • Ask about the criteria used for marking

6. Work out your individual revision plan based on….. • How well you want to do for each module, how much time and effort are you willing to put into achieving your goals? • Prioritising topics based on those that you find most challenging – work out what must be revised, what should be revised and what (if possible) can be ignored – create a revision list • The most effective revision strategies for your learning style http://www.vark-learn.com/english/index.asp • The most effective methods that will help you to effectively recall information (more on this later)

7. Revision plans – some practical things • When to start revising? • Timetable – short focussed sessions when you know that you work most effectively, breaks are for enjoyment not feeling guilt! • How much revision each day? • Make time in your plan for input (memorising information) and output (retrieving and practising what you have learnt) • Allow more time than you think you will need • Use a study partner if that works well for both of you • Keep the plan visible

8. Revision – make it an active process • Use the techniques that suit you/topic best (bullet points, mind maps, audio recording/play back, explaining the topic to a study partner, annotate notes, produce skeleton notes, diagrams, post-it notes, index/flashcards - list of key terms, concepts) • Ask yourself “what questions might be posed to check my knowledge about this topic?” Draft your answers • Do some timed answers to past exam questions and draw conclusions • Reflect on notes taken during lectures etc – are they helpful for revision? If not, how can they be improved for next time? • Work out what locations for revision suit you best

9. The goals of revision.. • Learn general rules and principles, not masses of unrelated facts ie you must connect information • Identify what you know, what you need to know and how you can find out and remember additional information • Make it a meaningful process, think about how it might apply to yourself/people you know • Aim to manage the process, to feel/be in control of it • Look after yourself

10. Memory techniques what works for you? • Association – by sound, image • Mnemonics – King Phil Came Over for the Genes Special (Kingdom, Phylum, Class, Order, Genus, Species) • Humour, stories linking words • Visual arrangement (from flow chart/mind map, use of colour) • Repetition – by writing, speech

11. What works most effectively for you? • Association by sound or image • Mnemonics • Humour, stories • Visual arrangement • Repetition • A mix of the above

12. Last minute revision tips • Use your revision tools (skeleton notes, diagrams) to check final facts • Be positive about what your have learnt and can recall • Don’t panic and think all night cramming will work • Ensure that you know the exact exam location/timing and be prepared (equipment)

13. The exam paper – basic guidance • Look through the paper, underline key words, identify difficult questions and initial ideas • If you have a choice, select questions that best demonstrate what you know • Follow instructions • If it is a MCQ, (and you don’t know the answer), work methodically through the process • Manage the time, pace yourself and allow time at the end for checking • Write neatly • For longer answers, produce a plan

14. Decoding exam questions some examples • Analyse (answer takes apart an idea, concept, statement to consider all factors/components/interrelationships – logical, organised) • Discuss (explain a concept, details with supportive information, points for and against, argument with conclusions) • Explain (detailed/exact, or a set of reasons for a situation…answer question why?) • Summarise/outline (summary of available information, main points, omit features only partially relevant) • For many more examples of terms used read Academic Skills (link on last slide) • Exams test the effective use of your knowledge

15. “Compare and contrast the consequences of blindness and deafness for language development” • Write down almost anything you can think of about blindness, deafness, language development, do not draw any justified conclusions • List some of the features of blindness and deafness. List some consequences for development including a few for language development • Identify the consequences of blindness and deafness for language development. Compare and contrast these consequences • Identify the consequences of blindness and deafness for language development. Compare and contrast these consequences, drawing conclusions about the nature of language development. Comment on the adequacy of theories of language development in the light of your conclusions • Taken from Habeshaw, T et al. (1995) 53 interesting ways of helping you students to study. Technical and Educational Services Ltd, Bristol

16. Exam essay structure • Introduction –briefly show you understand question, describe basic essay structure, some definitions (re read in case you want to later change) • Main body – use evidence to support your ideas, arguments. Engage with the topic, confront/challenge if necessary • Conclusions – summarise main themes, offer judgement based on your arguments

17. Post exam • Be positive, don’t dwell on what you might have done • Move on to the next exam preparation after a break/reward • When you get the mark, you can always ask for feedback – ask to meet your tutor to see where you could have improved • Remember year one is about learning – capture as much as you can to be more effective next time

18. Your revision skills and exam technique…where are you now? • I am totally confident about my ability to effectively revise and take exams • I am fairly confident, but it is a leap into the unknown • I am not at all confident and am trying to ignoring the looming exams • I am not at all confident and need a kick to get me going • I am getting very anxious about the whole process

19. Further guidance • Academic skills – Revising for and taking exams http://www.academic-skills.soton.ac.uk/getstart.htm and Preparing effectively for examinations http://www.academic-skills.soton.ac.uk/develop.htm • Mind mapshttp://www.mind-mapping.co.uk/mind-maps-examples.htm and http://www.mindtools.com/pages/article/newISS_01.htm • Memory techniques http://www.academictips.org/memory/index.html