You can do many things wrong to prepare for the exam. That's a shame: who makes mistakes in preparing, wasted his time and risked yet that the test fails. On th e following pages I've listed the most common mistakes that are made when prepar ing. My wish is that you avoid these mistakes! Error 1 It is overrated, part 1 Who is preparing for a test, should know whether he has learned enough or not. Dozens of studies make clear, however a sad fact fail: people, if they have to assess how well it prepared for an exam. It can be concluded that a piece of advice: Never rely on your feeling, if you want to kn ow what about your preparation. Whether you are prepared really well, you have t o check. You must always check - otherwise this happens a second fault. 1 Error 2 You shall not, because people sometimes overestimate a learning is easy. Then refers to the subject matter immediately and take him easily in the head. Because you can easily memorize the material, it is believed that one can determ ine it to be quite the test. We therefore omitted to verify his ability. However , this is dangerous: When learners often overestimate themselves especially in t hose things which one simply finds ". Avoid this error and check your knowledge necessarily in those things where you are learning easy one! Go to never assume that the stuff is just 'and that it then has to be'! Many students take this advice to heart and consider their knowledge - but then to make another mistake: they check your knowledge wrong. 2 One error 3 checks under unrealistic conditions Imagine a learner who has difficulty with mathematics. To help him, he hired a t utor. Its state of preparedness of students tested, as he solves practical examp les. The learner has no effort to solve the examples. It is therefore certain th at he has prepared himself well. The test, however, then falls out of bad. This can not explain the learner first. But the reason for the bad check is found qui ckly once triggered when the student the practice examples, the tutor was presen t. This has the learner been repeated one or the other phrase, which led him to the correct solution - and thus the students his knowledge in a very unrealistic conditions is verified: During the test, namely, no tutor is in place to have. What this means for you: When you check your preparation, you should do so under realistic conditions. They should ensure that you can solve the tasks under exa ctly those conditions that can be found in the audit. If supported, check in, you should deal only with those tools that you can rely during the test. Never forget to take note of the time factor: Check whether you can solve the tasks within that time, which is available at the examination. St rikingly, many students fail, namely, because they have overlooked the factor of time and then come cope during the test with no time pressure. 3 They wasted four errors in learning time Sometimes I want to know the learners w hat they do because actually when they get down to an examination. Usually they tell me that they learn the test material first and then read it later again and again. This reading is very popular - it is likely that learning will be recour se to the most frequently. But this is tragic. Scientific research that is comin g again and again to the same conclusion: It does little for learning, if you on ly read through the material. And what's worse, it also benefits very little, if

one reads the material several times. If you read the material several times by bringing this about as much as if he had been read through only once - and that really is very little. As it is with the light pen used by many students when t hey read texts examination? Although this preparation is very popular form is, h ere is a warning attached: I am not a single investigation, the cast-iron proof that shows that the underscore with the light pen really improves the learning e xperience. If you prepare, you should not do without reading again: should, givi ng place to a different form of preparation.€This preparation is the form of qu eries - but many students commit the mistake that they give up the queries. 4 Error 5 One of the queries fails by one, queries' is when you seek some form of matter to produce what they have learned from your head - be it that you are usi ng file cards, except that you can be queried, it was that you read a text and a nswer questions about this or is it that you solve a math problem, which is new to you. It still happens that students go to the entrance, without having asked a single time. However, this is a massive mistake, because the query is a very e ffective form of learning dar. How effective it is to show very many studies: Wh o is reading again instead of the queries can at most double its success. It suf fices, however, not if you are querying. If you ask itself, you should do so pro perly, otherwise it commits another error. Error 6 One wonders off, but you do it wrong, the most important error in queryi ng is that you choose the wrong time. The fact that one of these errors happened is understandable. The right time to Queries is that is not where one would expect him. One should never be retrieved when the subject matter perfectly in your head. We should instead wait to queri es until you forget what you have learned even a little bit. 5 Learning research have found out why this is so: you know that the queries use i s only real when it is associated with mental effort. It can be deduced three pi eces of advice, you should follow, you can avoid mistakes when querying. ï Do you memorized a particular substance, for once, it makes no sense when you retrieve them immediately upon return. Immediately after impressing you is remembering al l too easy to query and has no effect. ï Even less sense it makes if you have lear ned immediately after the query memorizing several times in succession so that t he learning reinforces the fact! ï If you want to query a particular substance, wh ich you have previously learned once, you should read not before. Read it throug h, this has been revived. The query will then naturally fall easy - and so the q ueries use is also nothing here. - It is not - the only way Error 7 It does not care about learning Amazingly, many students do not care about how they should act like when they pr epare for the exam. They assume that you have to learn the material easy and tha t it plays no major role, how to do this - the main thing is that you work dilig ently and long enough to learn, they say. Does it really not matter? 6 Recently, researchers went to a school building. There, they selected from a cla ss. One half of the class could learn the way they found this to be true. The ot her half of the school but could not. She was forced to correct learning. Afterw ards there was a test. Those children who had learned to how they considered thi s to be true, reached 20 points. Those children, however, who had been forced to correct learning, came to more than 80 points. Whether you reach at an examinat

ion 80 or 20 points, but makes a difference - it will decide whether to passing a test or not. This difference, however, goes back on the learning - and thus one must not disc uss long whether it is important to learn: It's important. And because it is imp ortant that you should first think about when the test is imminent! Hans Peter Weiss Address: lernberatung.hpweiss @ gmx.ch 7 For more information on learning, see the following book: Hans Peter Weiss: Better grades. With 10 rules for success in the vocational sch ool Sauerländer publishers in 2008, second edition 0345 3 0137 4 8 9