Objective 5 – Use Effective Study Skills to Prepare for Tests

Types of Tests

There are many different types of tests that students will encounter during their college careers. Each test is unique and presents special challenges to students in the way that they prepare and then respond during the test. Review the following types of tests with students and discuss specific strategies for each.

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  Predict the types of questions that will be on the test. Students who attempt to predict what will be on the test tend to do better. This is due to the way they prepare for the test and organize the information. To predict questions on a subjective test, students should use their lecture notes, chapter and section headings from textbooks, information from the course syllabus, and review questions from the textbook. Each of these items provides a wealth of information that students can organize and review prior to taking the test. While the wording may not be exact, often the questions that the students formulated can be revised and the information used to answer the actual test questions.
  

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  Anticipate problems with spelling or writing. Students who are poor spellers or those who have difficulty composing coherent, organized responses may wish to talk with the instructor before the test to request the use of a dictionary, thesaurus, or other spelling aid. If writing is a problem, a request to formulate responses on a computer rather than in written script may be needed.
  

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  Study with peers. Study groups can be an excellent source of support for students preparing for subjective tests. Working with a study group enables students to discuss concepts, principles, and key ideas, as well as how they relate to each other. In addition, students have the benefit of group wisdom in predicting possible questions that may be on the test.
  

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  Prepare physically as well as mentally. Studying is important, but sleep and proper nutrition are also important when preparing for a test. Skipping a meal before a test may seem like a good idea, but students should remember that the brain needs fuel if it is going to do the best job possible.
  

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  Review material and write practice questions. Just as with subjective test, students should try to predict questions that will appear on the test. However, unlike subjective tests, these questions should focus on specific details and facts rather than more generalized concepts, principles, or ideas.
  

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  Organize materials. To prepare for objective tests, students may wish to develop flash cards, graphic organizers, or study guides that include lists that focus on people, places, dates, key terms, and definitions.
  

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  Use visual association. Visual association or the use of mnemonics can help students remember key terms and definitions.
  

Critical Thinking Skills Required for College Tests

In college classes, students are expected to be actively engaged in the learning process. College instructors tie material to higher-order thinking skills through the use of behavioral verbs. They use words such as paraphrase, generalize, classify, hypothesize, formulate, assess, and apprise. Each of these words refers to a different cognitive skill. Students should be aware of these terms so they recognize what they are being called on to do.

Students in college classes have more opportunities to interact with their instructor and their peers. They may be involved in classroom discussions or debates where they have to prepare and deliver oral arguments about specific topics. They must be able to use both inductive and deductive reasoning. Each of these forms of reasoning requires students to analyze, synthesize, and evaluate information.
Becoming More Effective Thinkers
To help students become effective thinkers and problem solvers, spend time in class working on a variety of question types. Students need to recognize key vocabulary words that will help them identify the types of thinking skills they need in order to answer specific questions and/or solve problems.

Students should have an opportunity to:

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  Gain their own questioning skills. Have students formulate a series of questions about a specific passage that they have read. Provide each student with a copy of the same text and then have them develop three to five questions that they can share with their fellow students. Require that students use the behavioral verbs normally found with higher-order thinking questions, such as analyze, synthesize, and evaluate.
  
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  Look for details and evidence within print material. Take time to preview text with students, pointing out the format of the text, key vocabulary words, headings and subheadings, and captions that accompany photographs or other graphics.
  
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  Ask questions that go beyond the basics of who, what, when, and where. Focus on the “how” and “why” that can be deduced from the passage or text. Provide students with a copy of the question starters included in the first chapter of this guide so that they can develop more complex questions of their own when reading new material or listening to a lecture or presentation.
  

Materials for Students
Provide copies of the materials on Bloom’s Taxonomy and the question starters from the first chapter of this manual. These materials can be used as references for students as they prepare for a test or develop written or oral reports.

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