Training Manual: Exam Success

Student Development Program
Training Manual
on
Exam
Success
Exam Success AFAQ Training Division

i
Acknowledgment
Much of the data and literature accumulated within this manual has
evolved from a series of hard work and deep studies carried out by the
AFAQ Counseling & Career Guidance Department on the basis of their
live experiences and observations in the field.
Appreciation is accorded to the work of the staff of AFAQ who has

contributed to collaborative efforts of the organization to achieve holistic
development of the students and the schools throughout the country and
aboard as well.
It is further hoped that the same quality accomplishments and research

oriented activities by the AFAQ CCG team will take a sustainable form in
the future to become visible the dream of career building through quality
awareness, psychological testing and training in Pakistan. This will open
new windows for the whole nation to step into the arena of development
through education as enshrined and enjoined upon the Muslims in the
Holy Quran and Sunnah. This training manual was reviewed, scrutinized,
centrally checked and approved under the standards set by the
organization. Hence, it is recommended for use in all relevant trainings
until further additions and or omissions are made as per policy of AFAQ.

ii
Preface
This manual has been designed to understand that how someone may be
able to be successful in the exams as many students, in Pakistan,
perceive exam as challenge for themselves and make it permanent source
of tension as well as worries rather to take it normally just like a test in a
class room structure. It has been kept in view that reader/participants be
able to understand all concepts related to exam and exam success easily
and clearly. In the manual, key techniques to success are shared with all
its best ways to handle problems in the way of exam success.

iii
Curriculum Framework
Course: Exam Success
Objectives Content/ Scope Activities Assessment

Concepts Methodology
Differences Clarification Exams are key to participants will Discussion
among between be successful in life share their ideas & and
Exam, various
experiences question
Examiner terms used
and Exam in process of answer
Success examination
Understand How stress Low level of stress Presentation, Group
of exam harms to leads to better life
discussion presenting
stress and success and in all its aspects
including exam and Facilitation
way to normal life
control it and other group presenting And
human facilitation discussion
organs like
as well as
brain areas
and social observation
life
Why How long Worth of day to day Presentation and Presentation,
effective term Home work makes group work and
Long term planning our life’s success discussion
achievable and
planning is makes
tangible on success
necessary Success path
ensure
Before
Exams
Worth of Time Timely Presentation and Discussion
Time managemen achievement brings discussion And Group
managemen t is us in strong,
positive and health presenting
t in exam considered
competition Facilitation
success to be first
step of as well as
achievement observation
exam
success
within time
line

iv
Benefits and It is Significance of Discussion and Discussion

Ways of important to revision in studies Group Work and
revision tips revise the for exam as well as Group
life success
material that presenting
is strongly
Facilitation
linked with
examination as well as
according observation
nature
question
formation
How to Managemen Effective utilization Presentation and Discussion
prepare for t of Exam of short time, but discussion and Group
exam Success solid planning for
tangible success presenting
success according to
material Facilitation
distribution As well as
as per observation
examination
point of view
i.e. be
specific and
goal oriented
in this phase
Motivation Worth and Inspiration Leads to Presentation and Discussions
for success Scope of Success Group work &
Motivation participants will Group
share their presenting
experiences as
Facilitation
well
as well as
observation

v
Objectives of the Training

The exam success program of SDP aims to fulfill following objectives in
this training program and in the end of training all participants will be able
to:
 To Understand Exam and Related Concepts
 Introduce Exam and Exam Success
 Understand of Exam Stress
 Control Exam Stress
 Explain Before Exam-Long Term Planning
 Prepare for Exam Success
 Adapt Ten (10) Key Steps to Examination Success
 Achieve Exam Success with Exam Time
 Tackle Different Question in exams
 Revise and Importance of Revision
 Explain how to Pass Exam
 Motivate for Exam Success (General Strategies)

vi
Training Methodology
Program is designed to instill maximum knowledge and skills to Course
Participants (CPs) through different methods. Therefore, Master Trainers
(MTs) and Resource Persons (RPs) are supposed to use different
strategies and methods in their presentations. Some of these are
mentioned below:
 Presentation
 Role Play Activity
 Brainstorming and Discussion
 Questioning Skills Based on Motivating Incentives

vii
Assessment Criteria
Assessing the performance is an on-going process through-out the
course. The criterion for assessing Course Participants’ performance is
mentioned here below:
 Questionnaire
 Group Presentation
 Group Discussion
 Active Involvement and Observation

viii
Action Plan of Course Participants

Soon after the completion of student development Program successfully
i.e. exam success, all course participants are required to:
 Submit his/her Personal Reflection on the training to AFAQ

Counseling and Career Guidance Department.
 Develop his/her Action Plan to implement the relevant course

in their lives.

ix
Expectations from Course Participants

The Course Participants (CPs) are expected to demonstrate as good
trainees/participants by:
 Being realistic, good listener and fact oriented.
 Working collaboratively and to learn from each other

experiences. .
 Completing all assigned task on time with quality and

patience.
 Developing a reflective thinking in individuals.

x
Expectations from MTs & RPs

The Master Trainers (MTs) Resource Persons (RPs) are expected to
demonstrate as Role Models by:
 Being punctual and managing the time accurately.
 Listening and valuing ideas of CPs as fellow learners.
 Using different exam success strategies and methods.
 Reflections on their practices to make CPs better Master

Trainers

xi
Session Instruction Plan
Time Content Activity

09:00-09:00 1. Recitation from the Holy  Recitation from
Quran Holy Quran
2. Introduction of Trainer  Individual
and participants Introduction
3. Objectives of the session  Presentation
4. Expectations of the CPs  Discussion
09:00-10:00 5. Concepts and Terms  Brainstorming
related to Exams  Discussion
 Presentation
10:00-11:00 6. Exam Stress  Presentation
7. Control of Exam Stress  Discussion
 Pair work
8. Long Term Planning
(Before Exam)
Working Tea
11:00 – 11:10
11:10-11:30 9. Preparing for Exam  Presentation
Success  Discussion
11:30-13:00 10. Ten (10) Key Steps to  Group work
Exam Success  Group work
11. Exam Success with
Exam Time
12. How to Tackle Different
Questions
Pray and Lunch
13:00 to 14:00
14:00-16:30 13. Revision Tips  Presentation
14. How to Pass Exam  Discussion
15. Motivation for Success  Feed back and
(General Strategies) evaluation
 Action plan for
implementation (if
any)
16:30-17:00 16. Closing Remarks and  Chief Guest
Certificate Distribution

xii
Table of Contents
Content Page
Title 0
Acknowledgment
Preface
Curriculum Framework
Objectives of the Training
Training Methodology
Assessment Criteria
Action Plan of Course Participants
Expectations from Course Participants
Expectations from MTs & RPs
Session Instruction Plan
Table of Contents
Pre-Training Evaluation Activity
Knowledge Sharing Activity
Introduction of Exam and Exam Success 13-16
Exam Stress 16-18
Stress Control 18-18
Before Exam-Long Term Planning 19-21
Preparing for Exam Success 21-27
Exam Success with Exam Time 27-29
Revision Tips 30-35
Useful Tips to Pass Exam 36-38
Motivation towards Success 39-48

xiii
Activity
Pre-Training Evaluation Test
(See Appendix 1)
Trainer/facilitator will conduct pre-training evaluation
test.
Required Apparatus
Quantity of test copies according to the number of
participants
Time
30 minutes are considered to be enough for this
activity
Purpose of Activity
Trainer/facilitator will come to know about exact
understanding level of participants regarding exams
and exam success concepts.
This test will be compared with the Post-training

evaluation test after completion of training/workshop

xiv
Activity
Trainer/facilitator will ask the participants to share
their point of view regarding exam and exam
success
Required Apparatus
Little slips are required for this activity however this
activity may be done verbally as well
Time
15 minutes are enough to conduct this activity
Purpose of Activity
Trainer/facilitator and other participants will come to
know about concept of exam and exam success and
also will show their full commitment and
concentration towards training

1
Introduction
An examination is a test to measure that how good somebody is in
performing and doing something.
In education an examination (exam for short) is a test to measure the

knowledge and ability of a student.
Candidate
A student/person who takes an examination is called a candidate.
Examiner
The person who decides how well the person/student has performed any
test/task is known as examiner.
Types of Examination
The method, we study for an exam depends on the exam type. It is

important that we know the format of the exam so that we can use an
appropriate study method.
For example, humanities and social science courses rely largely on essay
type exams while mathematics and science courses rely on solving
problems.
Some exams use a mixture of questions such as multiple choice and short
answers, so we need to use a mix of study methods from the list given
here below.
 Multiple choice exams
 Short and long answer exams
 Essay exams
 Open-book and take-home exams
 Problem or case-based exams
 Oral exams

2
 An on-screen test is a test which uses the computer.
Example
Examples of a practical test may be: driving a car, speaking a language,

playing a musical instrument and doing a scientific experiment.
If the candidate is passed the test, he/she will be considered as

successful. If he/she is unable to pass he will be considered as
unsuccessful. In some cases it is possible for a student who has failed to
take the exam again another time that is called supplementary exams.
A student who passes an examination may get a certificate or diploma.

Some certificates are professional qualifications, allowing the person to
do a particular job, e.g. plumber, teacher, doctor, lawyer etc.

3
Success
Achievement of an action/task within a specified period of time or within a
defined parameter
Or
Success can also mean as “completing an objective or reaching a goal

within timeline”.
Success can be expanded to encompass an entire project or be restricted

to a single component of a project or task. It can be achieved within the
workplace or in an individual's personal life. For example, if an individual's
personal goal is to be accepted in a new career, success would occur
after the individual has been officially accepted into his or her new place of
employment.
Exam success
It is a form of assessment where we are required to complete particular

academic task/tasks in a limited time, often in a particular place and
without assistance from other people and resources. The purpose of
exams may vary according to the course, program and type of exam.
Why Exams?
Exams are set so that lecturers can measure students' knowledge and
understanding of the course that may not be available through other forms
of assessment. Exams can test our:
 Ability to Recall and Apply Theory
 Knowledge of the Content Area
 Critical Thinking and Problem Solving Skills
 Communication Skills
 Ability to Work Alone and Under Pressure
 Authenticity of Our Work

4
What is Exam Stress?
We must have felt stress at least once before or during our exams. May
be minor but this is the feeling that almost every student have to face
around the globe. Many of us take exams as most stressful times of our
lives. Minor exam stress can be positively utilized. So facing stress is not
a bad thing. If stress goes out of control, it can cause panic, disturbance
and other psychological as well as physical problems in humans. We lose
our concentration and started feeling angry and annoyed. Sometimes this
ends up in depression. But do not worry exam stress is a complete
controllable state. First let’s see the symptoms of exam stress.

5
Symptoms of Exam Stress
 Feeling difficulty in getting our sleep or waking up

 Started forgetting things that we have read or learn
 Appetite disturbance
 Losing interest in activities
 Unexpected and unexplainable dull pain and pains
 Feeling constantly tired
 Increased heart rate
 Migraines or headaches
 Feeling dizzy most of the time
 Anxiety and irritated feeling
Note:
Now if we are feeling more than two to three of the above

symptoms its time that we must examine our stress levels by
some specialist.

6
Activity
their point of view to reduce exam stress and its
methods as well
Required Apparatus
Chart paper of various colors, board markers, white
board, board stand, clip of board are required to
conduct this activity
Groups will be designed who will present their point

of view in group presentation form
Time
45 will be utilized in this whole activity
Purpose of Activity
Participants practically will pass through how to
reduce exam stress and will also share their
presenting methods and methods of communication

7
How to Control Exam Stress?
Controlling exam stress is easy, we just have to follow the below actions
and it will relax us out. Remember, if we still feeling stressed then we
should need to consult our consultant/psychologist/counselor/doctor.
 Learn when we feel stressed. Start taking breaks and start chatting
more with the person who understands that what pressure we are
going through at that moments.
 Eat careful; make sure that we take proper food which includes
more fruits. Start taking juices or beverages according to the
weather. This relaxes our body and helps us to concentrate more.
 Take proper sleep. We should be taking at least 8 hours of sleep
categorically during exam days.
 Try avoiding studying on the bed.
 Exercise is the one best way to control our stress. Physical activity
is the best method to control the stress level. Try to make exercise
a habit in our routine.
 Quit the bad habits like smoking, alcohol. These never stopped
anyone being stressed for so long.
 Don not does post-exam jumps. Yes, this is when we are done with
our exam and start asking our friends and classmates that what
have they wrote. We can never go back and change it. So it is
better give our-self a break and then reflects back for our academic
learning.
 The best and most effective way is to remember that exams are not
the only thing in the life.
 There is a life after the exams.

8
Before the Exam: Long-Term Planning

Exam preparation should be part of our overall planning for each study
period. At the start of each study period, it is important to map the
assessment tasks in every course, including exams, so that we know what
is expected.
We should begin our exam preparation for the end of study period exams
from the first day of first lecture. Our lecture notes will be the basis for
ongoing learning and then exam revision. Each week, take time to check
over current topics as well as review previous work.
1. Useful Strategies for Long Term Planning:
 Identifying the most important issues in each theme from the

course outline, lecture and tutorial notes and past exam papers
 Developing a list of likely questions on each topic
 Developing question analysis skills
 Talking through the questions and topics with other students
2. Before the Exam: Final Weeks
The last weeks before the exam can be used to fine tune of our
understanding about the topics and concepts. Develop an overview of our
course by reducing our notes to a summarized version.

9
Nearer to the Exam We Will Need to:
 Allocate more time to revision
 Write practice answers keeping to the time in mind that

will be allowed in the exam
 Confirm the practical details: date, location, starting time,

overall length, number and type of questions.
 Check with a friend that our writing under exam conditions

is clear and legible.
 Re-arrange work or family commitments that might affect

our exam performance
3. On the Day of the Exam
On the day of the exam, it will be helpful to us if we are well organized. We

will feel more confident if we are well prepared. Check that we have all the
necessary equipment and resources that we are allowed in the exam. Eat
well and follow any personal preferences in regard to our level of contact
with other students and our time of arrival at the exam room. Make sure,
we bring our student ID card which is also required for identifying us at the
venue examination centre.
Some students like to be in examination centre very early and chat with
friends; others prefer their own company before exams. A certain level of
anxiety is normal and this can heighten our performance.
In the exam room, select a location that suits us. If we have any problems
that we cannot solve (e.g. shaky table or chair) get help from invigilator or
other related staff. Make ourselves comfortable whilst we are waiting for
instructions.
When we are told to look at our exam paper, use the reading time to:
 Read the instructions carefully
 Note how many questions we must answer, any compulsory

questions or sections and the allocation of marks
 Allocate time for each question

10
 If we are allowed to write, a little amount down ideas or plans for

questions
4. During Writing Time:
 Analyze questions carefully to understand what to do
 Start with questions that we know best, this will boost confidence
 Monitor progress so that we do not go over time on any section of

the paper
 Make sure that the number that we put on our answer matches the
number on the question
 Leave time at the end to check our writings
5. After the Exam
As we can learn from our exam experiences we should:
 Review our performance and take note of anything we want to

change next time
 If our performance was disappointing, make time to discuss our

exam paper with the course coordinator to find out what we did to
lose marks
6. Extra Time in Exams
Some students (for example, Indigenous students and those of non-

English speaking background) are entitled to:
 The use of an English print dictionary
 Extra reading or writing time, normally 10 minutes
 The use of a bilingual print dictionary

11
Preparing for Exam Success

We want to share our top study tips to help you to understand how to learn
and improve memory to ensure you achieve exam success. Use this quick
study tip guide to see how you can improve your study skills and get
yourself on track to achieving those A grades in your exams.
Study Tip # 1
Understand Your Study Topics in Your Own Words
Our teacher or lecturer can explain something to us, we can learn it from a
text book, our friends can study with us even our own notes can explain it
to us but all these explanations are of little use if, by the end, we cannot
explain what we have learned to ourselves. If we do not understand a
study concept that we need to illustrate in an exam to get top exam
results, then we would not be happy with our exam result. To struggle this,
get into the habit of explaining whatever it is we are studying, in our own
words, so we understand our study notes. The key to help improve our
memory is to understand what we have learned when we are studying it.
So do not just memorize and tick off the list makes sure we understand
our theory.
Study Tip # 2
Do Not be Afraid to Ask Study Questions
It may be quite difficult to get into a position to understand a concept,

theory or other information we need to learn unless we explore it more and
more by asking related questions. Do not be afraid of asking a ‘stupid’
question. Embrace our curiosity for as “Curiosity is the wick in the candle
of learning.” Doing so will allow us to fill in the blanks and better prepare
us for exams.
Study Tip # 3
Quiz Our Self
Once we feel we understand a concept or a topic, it is important to test our

self on it. Try and replicate exam conditions as much as possible: turn our
phone off, do not talk, time ourselves etc. We can set ourselves a study
quiz or practice exam questions and so long as we approach it with the
right mindset, we can get a very good idea of how much we know. We
gain a greater insight into where we stand in relation to what we have

12
studied. It will also give us some much need exam preparation and it will
further make the actual exam more comfortable experience.
Study Tip # 4
Get Creative with Online Study Tools
Do not feel obliged to just sit in front of a book with a highlighter. There are
many different ways to study. We should pick whatever works for us. Try
using as many study tools and techniques as possible to help us study
better and find what works best for us. Perfect examples of such study
tools would be online flashcards, mind maps, mnemonics, online study
planners, video and audio resources.
Study Tip # 5
Set Your Study Goals and Create a Flexible Study Plan
In order to achieve exam success, we need to know what we want to

achieve. That is why, it is extremely important to set our study goals now
and outline what we need to do. With our study goals in mind and our end
of year exams weeks and months away it makes a sense to have a
flexible study plan. The closer we get to our exams, the more concrete our
study plan should be, but at this point it should be absorbent. It should be
broad enough to allow us to add and change aspects but concise enough
so we know we are covering each subject/topic as best we can at this
point.

13
Ten Key Steps to Examination Success

1. Prepare for the Examination. There is little time for formal revision
at the end of teaching in Semester Program, so we must revise as
we go along
2. Look at Past Papers. This prepares us for the types of question

we will be asked and the time we will have to answer each
question. If there has been any major change in the format of the
examination then we will have been told about this in the course
literature.
3. Never Try to 'Spot' Questions and Never Revise Selectively.

This is a recipe for disaster. Even if our predicted topics do come
up in the exam, there is no guarantee that we will be able to answer
the specific questions that were set on these topics. Instead, we
should go into the exam with enough knowledge to answer
questions on any of the major topics in a course.
4. During the examination, Organize Our Time Effectively. This is

the Single Most Common Cause of Under-Achievement in
Exams. If we have a 3-hour exam in which we must answer 4
essay-style questions, then that means 45 minutes per question.
But we should allow our self 5 minutes at the start (to read the
questions and decide on the ones we will attempt) AND 15 minutes
at the end. See that it leaves us 40 minutes per question.
5. Always Answer the Full Number of Questions. We would be

surprised at the number of students who miss out questions and
therefore fail an exam or obtain a lower degree class than they
deserve. The reason is obvious that they cannot answer all the
questions (usually because they do not revise) and so they decide
to spend all their time on the questions they can answer. For
example, if we can answer only 3 of the required 4 questions then
we cannot possibly get more than 75% of the marks for the whole
exam. But if we get three first-class marks (70%) for our three
questions, this is still only 210 marks out of the possible 400. That
is 53%, which is only just above the borderline. Even if we think we
know nothing about a topic, we can always get a few marks by
making some sensible comments and that can make the difference
of a grade.
The same advice applies to questions that require us to answer

several parts. Each part of a question has marks allocated to it and
if we miss out a part then we cannot get the marks for it.

14
6. Read the Question Carefully, Underline all the Relevant Words

and Stick Rigidly to the Question as Set. Remember that
examiners think very carefully about the wording of every question
and expect our answer to be directly according to that topic. No
examiner asks us to "Write everything we know about a subject".
For example, if we are asked to write about the wall structure of
bacteria then we will get no marks at all for mentioning the other
features of bacteria, the membrane, the genome, etc. we get
marks only for the wall. The moment that we start to write about
other things, the examiner will write "irrelevant" in the margin of
our answer book and will only start giving marks again when we get
back onto the subject. In short, we are wasting our own valuable
time and getting no marks for it.
7. For every question, stop writing after the first few minutes and
re-read the question, then stop again to recheck before our
time is up. Be absolutely honest with ourselves and ask 'Have I
drifted off the subject?' This is surprisingly easy to do and if we do
not stop to check periodically then we drift into "irrelevant".
8. Make Rough Notes at the Start of a Question, so as to

Organize Our Thoughts. Then start our proper answer. We
almost certainly will be told to cross out the rough notes. But the
best advice is NEVER CROSS THEM OUT. Remember that
anything we cross out cannot be marked, but if we leave our rough
notes then the examiner should look through them (if only briefly).
Perhaps we made a point in our notes that we forgot to put into our
proper answer. That can count in our favor.
9. Never Answer more Questions than Required. We can only get

marks for the required number of questions. Every marker sticks
rigidly to this rule, because we have to be fair to all the candidates
including those who did exactly what was required.
10. Put Our self in an Examiner's Shoes and Ask 'What Impresses
an Examiner?' Imagine that We are spending our evenings and
weekends pouching through 400 exam answers because that is
what examiners do. The examiner will get frustrated if he cannot
read our writings. A badly written answer takes a long time to read
and by the time the examiner has ploughed through it he will have
forgotten half of what we said. That is bad news for us. And do not
try to obscure our lack of knowledge (e.g. a scientific name or a
technical term) by illegible writing. We have seen this hundreds of
times. If it cannot be read, it cannot get marks. After reading
through the whole answer, an examiner looks back at the number
of ticks he/she has made or the number of key words or phrases

15
that we have identified. If we highlight these then the impression is

favorable and the main points covered, so we will get good marks.
Never repeat things, even in a concluding paragraph. We can only
get the marks once, no matter how many times we repeat the same
point. Learn the Latin names of organisms and other technical
terms. It might be a pain, but it impresses examiners and shows our
competence.
11.

16
Achieve Exam Success with Exam Time

If we incorporate these 5 aspects into our study management, we will be
well on our way to achieving exam success. Remember, the earlier we
start learning and preparing for exams, the more we will remember and
understand but most importantly, we will have to study less in the future!
Why not try using Exam Time to put these study tips into action.
1. Memorize small chunks of information at a time
2. Use several revision and memory methods
3. Seek guidance if our methods are not working very well
4. Test our self as we go along.
5. Involve friends or family to help
6. Identify the specific points we need help with and then get the help
we need
7. Use a copy of the syllabus as a checklist for what we know and

what we still need to work on
8. Make it fun & enjoy it with a good imagination this works
Note:
Having got our exam subject under control, it is important to create the
neural pathways in our brain that we want and to prepare our body to
support us.
Like a Top Athlete
1. Use visualization to prepare our mind and body
2. Train ourselves to be in the present moment, focusing on the task

in hand
3. Give up worries to God or our higher selves (the wise part of our
self) and then get on with the steps necessary for our success
4. Eat the appropriate foods for our brain's top performance and those
that support our body in times of stress

17
Activity
their methodology to solve various types of question
either long or short questions
Required Apparatus
Every individual will write his/her own methods and
trainer/facilitator will pick common methods among
all those written by participants and will share
common of them
Time
30 minutes are to used for this activity
Purpose of Activity
Participants will come to know how to attempt
various questions in exam effectively as well as
productively
Note
Trainer/facilitator will also present his/her own
methods to attempt different questions
Presentation
Trainer/facilitator will present his/her material after
completion of group activity

18
How to Tackle Different Types of Exam Question

Essay-Style Questions
In a few Honors examinations, we might be asked to write 'long essays'

(time allocation of 1.5 hours or even 3 hours). However, this does not
mean that we have to write for 1.5 or 3 hours. Instead, it means that we
have enough time to assemble our thoughts and construct our answer
carefully. The answer itself might not take more than 1 hour or 1.5 hours
to write.
In all other examinations, the essay-style questions are shorter. For

example, we might be asked to answer four essay-style questions in a 3-
hour exam (see the Microbiology examination papers, for example). These
essay-style questions require a large amount of relevant factual
information and understanding of the subject. However, we would not be
expected to produce a polished and grammatically correct essay. The
important thing is to write down as much relevant information as possible
while sticking rigidly to the question that was set.
Short-Answer Questions (SAQs)
SAQs typically have 8-10 minutes time allocation (but check this carefully,
because the time allocation does vary). The best approach to these
questions is to produce short notes with as much relevant information as
possible in the time allowed.

19
Revision Tips
Everyone feels nervous about taking exams. Here are some tips to help
us make the most of our revision time and keep those nerves under
control. It is important to remember that an examination is a test of
learning, not memory. Examiners want to see evidence that we have
drawn on our knowledge to develop a reasoned argument rather than
replicate course notes and textbook facts. Revision should be a process of
consolidating understanding rather than cramming as much information as
possible before the morning of the exam.
Where to study creating good conditions to study in can help you make
the most of the time you spend revising. Here are some suggestions:
 Find a quiet place to study and make sure you are sitting
comfortably
 Make sure your desk is well lit
 Keep background noise to a minimum
 Avoid studying in an area where there will be distractions (like

television)
 Have everything you need to do your revision to hand before you

start
There is no ‘right way’ to revise as long as the method you choose

enables us to gain a solid grasp of key facts and consolidate our
knowledge. Some students are happy to read their classroom notes from
start to finish, others prefer to simplify the information as much as
possible, turning everything into skeleton notes, diagrams or mnemonics.
Turn your notes into revision tools:
 Write ideas and facts on to cards to use as ‘Prompts’

 Create memory aids such as diagrams or mnemonics
 Write key facts/notes out and display these around the house
where we will see them
 Record ourselves reading notes to listen
 Study with a friend and test each other’s knowledge, but remember
we are meeting to revise rather than to chat

20
 Work through past question papers and use a watch to time them
so that we can practice timing our answers.
 Choose study and revision guides sensibly. It is not hard to find
help with revision as well as established published revision guides.
There are hundreds of websites offering help and advice. The
problem is not how to find such help, but how to judge which the
best source for our needs is. Save valuable time and get
recommendations from our teachers
 Remember course notes are also a valuable source of extra help
 Keep ourselves more alert by changing revision methods during a
session. For instance, try switching from note taking to memorizing;
from reading to asking someone to test us
 Attend any revision classes that our teachers may be running at
school and get their advice on revision methods
 Look after us, Sometimes revision can become a competition who
stayed up dated, who worked longest, and who is worrying the
most. But the more tired we are the less efficiently we will work. We
need to rest as well as study, eat well, drink lots of water and make
sure we pace ourselves. Do not rush and equally do not over-revise
by doing too much too soon.
Revision plan:
The top tip for successful revision is to make a plan otherwise it is easy to
waste our precious revision time. We recommend that to start revision at
least six weeks before exams begin. It is helpful to look at exam dates and
work backwards to the first date that intends to start revising.
 List all your exam subjects and the amount of time you think you
will need for each one. It is unlikely that the amounts will be equal.
Many people find it advisable to allocate more time to the subject or
topics they find the most difficult
 Draw up a revision plan for each week
 Fill in any regular commitments you have first and the dates of your
examinations
 Use Revision Checklists or Syllabuses for each subject as a

starting point. Look at what you need to know and try to identify any
gaps in your knowledge.
 Divide your time for each subject into topics based on the units in
the revision checklist or syllabus and make sure you allow enough
time for each one

21
 Plan your time carefully, assigning more time to subjects and topics
you find difficult
 Revise often; try and do a little every day
 Plan in time off, including time for activities which can be done out
in the fresh air. Take a 5 or 10 minute break every hour and do
some stretching exercises, go for a short walk or make a drink
 You may find it helpful to change from one subject to another at

‘break’ time, for example doing one or two sessions of math and
then changing to Geography, or alternating a favorite subject with a
more difficult one. It helps to build in some variety
 Write up your plan and display it somewhere visible
 Adjust your timetable if necessary and try to focus on your weakest

topics and subjects
 Do not panic; think about what you can achieve, not what you
cannot. Positive thinking is important
Last Minute Revision Tips
Although time may be short, we can still make a difference to our grade.
Try and prioritize; do what we can.
 Use our revision tools (prompts, diagrams etc) to check final facts
 Keep calm and consolidate our existing knowledge rather than

trying to learn new topics
 Do not stay up all night revising; being overtired will not help us to
do our best

22
How to Pass Exams? 7 Useful Tips

Here are 7 tips to help every student pass exams.
No Limiting Belief Please
Remove the limiting belief that we cannot pass. If We Believe we can

Pass or We believe we cannot Pass, We are Right. I have seen students
under the impression that examiner is their enemy. Please do not think so.
Pass percentage might be low, but students do pass their exams. So, do
not think that we will be in a failure category ever.
Understand the Structure of Paper
First of all, understand the structure of paper; is there any marks allocation
for a particular topic? Secondly, if there is marks allocation, is examiner
following it? The best thing to do is to review the past five papers. What is
the key topic i.e. examiner’s favorite? Is there any article by examiner in
the students’ accountant or any other relevant student magazine? Study
that topic and prepare for it, even if we do not like it.
Taking Notes
Prepare for exams by way of ‘notes’ which we can recall quickly at the
time of taking exam. This will help in two manners.
First, when we write, we are in better picture of giving our mind instruction
through written letters.
Secondly, we can revise from our notes instead of opening the book when
exam day is near. Here is strategy for taking notes:
 Take a paper and turn it in landscape format.
 Put three columns in landscape form once done; take synopsis of a

chapter in smaller fonts and the language which we can easily
understand.
 Write bullet points, important concepts and key ideas which we

need to remember.
 These notes should be used at the time when paper is on head and
you need to revise whole subject in two to three hours.

23
Memorizing Key Ideas and Formulae
One of the key ideas to memorize ideas e.g. formulae, is to write them in
small charts and hang it in front of bed.
 See those formulae daily before going to bed and rising up.
 Use different colors and markers.
 Believe that in our statistics paper it was recalling the formulae in

the exact colors which we wrote on charts.
Exam Practice
1. Practice tease exam and be own examiner.
2. Take any past paper and solve it as a tease exam.
3. Solve past paper in the time allocated in exam. Think we are in

exam centre and solve the paper accordingly.
4. Check paper and give marks by self.
5. See how we are performing in tease exam and be sincere to our

self.
Time Our Paper
Here is technique to time our paper: Take total marks and total time.
Subtract 10 minutes from the total minutes. Divide the remaining with the
marks and we get time per marks.
Example:
If there are 100 marks for a paper and we have 180 minutes. Subtract 10
minutes. This means we have 170 minutes altogether or 1.7 minutes per
mark. Make sure that we do not spend more than 1.7 minutes per mark
e.g. if a question is of 10 marks, maximum time we should spend 17
minutes/question.
It happens that students try to focus on one particular question and if they
are unable to solve it, they get confused. Do not panic. Start next
question. If student has time, he/she can take up that particular question

24
later on. Try to allocate 10 minutes at the end of exam to review the paper
thoroughly.
Do Not Annoy Examiner
See for spelling errors and writing style. Writing needs to be legible and
understandable. As a teacher to many students, he/she have noticed that
spelling errors and the way students write, at times, is not understandable.
Examiner has very less time to check paper. If our paper is examiner
friendly, we are going to attract good marks.

25
Activity
Trainer will ask the participants to share whether
Motivation has what kind impacts in exam success
and what may be useful motivational methods for
exam success
Required Apparatus
Groups making and charts are required along with
marker to write and present their motivational tools
and plans for exam success
Time
45 minutes are required to complete this activity
Purpose of Activity
Participants will share their point of view regarding
motivation in exam success
Note
Trainer/facilitator will also present details of
motivation’s role in exam success

26
General Strategies for Students’ Motivation to

Success
 Motivation Theory
There are three general methods of motivation named as choice,

effort and persistence. Recognize students' needs for self-
determination & autonomy and provide opportunities for choice and
control. Understand that students may be intrinsically and
extrinsically motivated to learn. It is understandable that students
are also driven by the desire for grades, support and other rewards.
Intrinsic and extrinsic motivation exist not a single range and
students may often have multiple goals for the same course.
Students usually direct their behavior toward activities that they
value and in which they have some expectancy of success.
 Capitalize on Students' Existing Needs
Use students’ interest and natural curiosity appeal aid in motivation.

Students will be motivated to learn when the course is structured in
a way that students learn best when incentives for learning in a
classroom satisfy their own motives for enrolling in the course.
Some of the needs our students may bring to the classroom are the
need to learn something in order to complete a particular task or
activity, the need to seek new experiences, the need to perfect
skills, the need to overcome challenges, the need to become
competent, the need to succeed and do well, the need to feel
involved and to interact with other people. Satisfying such needs is
rewarding in it and such rewards sustain learning more effectively
than do grades. Design assignments in-class activities and
discussion questions to address these kinds of needs.
 Make Students Active Participants in Learning
Students learn by doing, making, writing, designing, creating and

solving. Passivity reduces students' motivation and curiosity.
Encourage students to suggest approaches to a problem or to
guess the results of an experiment.
Note:
Incorporating Instructional Behaviors that Motivate Students
 Hold High But Realistic Expectations for Our Students.

27
Program students for success While exams and assignments

should still be challenging, they should also offer students a
reasonable chance for success. When instructors expect the best
work from their students, research has shown that students
generally rise to the task.
 Help Students to Set Achievable Goals for Themselves.
Failure to attain unrealistic goals can disappoint and frustrate

students. Encourage students to focus on their continued
improvement rather than just on their grade on any one test or
assignment. Help students to evaluate their progress by
encouraging them to critique their own work, analyze their strengths
and work on their weaknesses.
 Tell Students What They Need to Do to Succeed in Course.
Do not let our students struggle to figure out what is expected of

them. Reassure students that they can do well in course and tell
them exactly what they must do to succeed. Say something to the
effect that "If you can handle the examples on these problem
sheets, you can pass the exam. People who have trouble with

28
these examples can ask me for extra help." Or instead of saying

"You are way behind," tell the student, "Here is one way you could
go about learning the material.
 Strengthen Students' Self-Motivation.
Avoid messages that reinforce our power as an instructor or that

emphasizes extrinsic rewards. Instead of saying "I require," "you
must," or "you should," stress "I think you will find," or "I will be
interested in your reaction."
 Avoid Creating Intense Competition among Students.
Students are more attentive, display better comprehension,

produce more work and are more favorable to the teaching method
when they work cooperatively in groups rather than compete as
individuals. Refrain from public criticisms of students' performance
and from comments or activities that pit students against one
another.
 Be Enthusiastic about Subject.
An instructor's enthusiasm is an essential factor in student

motivation. If we become bored or indifferent, students will too.
Typically, an instructor's enthusiasm comes from confidence,
excitement about the content and genuine pleasure in teaching. If
we find ourselves uninterested in the material, think back to what
attracted us to the field and bring those aspects of the subject
matter to life for our students.
Structuring the Course to Motivate Students
 Work from Students' Interests.
An instructor should be sure on what he/she wants to teach or on

what he/she required to teach, but concentrate more on teaching
what the students might find interesting. What do the students find
intrinsically motivating? What are their wants or needs? By avoiding
work in which students will be criticized or punished, the students'
intrinsic motivation will be ignited.
 When Possible, let Students have Some Say in choosing what

will be Studied.

29
Give students options on term papers or other assignments. Let

students decide between two locations for the field trip or have
them select which topics to explore in greater depth.
 Get to Know Your Students.
Whenever possible, share something about yourself with your

students. Look for opportunities to let them know who you are and
what you stand for.
 Vary Teaching Methods.
Instructors who teach in a variety of ways are able to meet the

diverse learning of all of their students. Variety brings students'
involvement in the course and their motivation. Break the routine by
incorporating a variety of teaching activities and methods in course:
role playing, debates, brainstorming, discussion, demonstrations,
case studies, audiovisual presentations, guest speakers or small
group work.
De-Emphasizing Grades
 Emphasize Mastery and Learning Rather than Grades
One teacher graded every homework assignment and counted

homework as 30 percent of a student's final grade. The second
teacher told students to spend a fixed amount of time on their
homework (thirty minutes a night) and to bring questions to class
about problems they could not complete. This teacher graded
homework as satisfactory or unsatisfactory, gave students the
opportunity to read their assignments and counted homework as 10
percent of their final grade. Although homework was a smaller part
of the course grade, this second teacher was more successful in
motivating students to turn in their homework. In the first class,
some students gave up rather than risk low evaluations of their
abilities. In the second class, students were not risking their self-
worth each time they did their homework but rather were attempting
to learn. Mistakes were viewed as acceptable and something to
learn from.
Researchers recommend de-emphasizing grading by eliminating

systems of credit points; they also advise against trying to use
grades to control nonacademic behavior (for example, lowering
grades for missed classes). Instead, assign ungraded written work;
stress the personal satisfaction of doing assignments and help
students to measure their progress.

30
 Design Tests that Encourage the Kind of Learning You Want

Students to Achieve.
Many students will learn whatever is necessary to get the grades

they desire. If you base your tests on memorizing details, students
will focus on memorizing facts. If your tests stress the synthesis
and evaluation of information, students will be motivated to practice
those skills when they study.
 Avoid Using Grades as Threats.

The threat of low grades may prompt some students to work hard,
but other students resort to academic dishonesty, excuses for late
work and other counterproductive behavior.
Motivating Students by Responding to Their Work
 Give Students Feedback as Quickly as Possible.
Return tests and papers promptly and reward success publicly and
immediately. Give students some indication of how well they have
done and how to improve. Rewards can be as simple as saying a
student's response was good with an indication of why it was good
or mention the names of contributors.
 Reward Success.
Both positive and negative comments influence motivation, but

research consistently indicates that students are more affected by
positive feedback and success. Praise builds students' self-
confidence, competence and self-esteem. Recognize sincere
efforts even if the product is less than solar. If a student's
performance is weak, let the student know that you believe he/she
can improve and succeed over time.
 Give Students Specific Information about how Their Work will

be Graded.
Give specific information about how their work will be graded. Let
them know what should be included in work of the highest quality. If
possible, give examples on the good work of other students from
past years. If students know what is expected of their work and
have in mind what high quality work looks like, they will be more
motivated to try their best.

31
 Be Specific While Giving Negative Feedback.
Negative feedback is very powerful and can lead to a negative

class atmosphere. Whenever you identify a student's weakness,
make it clear that your comments relate to a particular task or
performance, not to the student as a person. Do not make negative
comments ill-defined. Try to moderate negative comments with a
compliment about the aspects of the task in which the student
succeeded.
 Avoid Demeaning Comments.
Many students in class may be anxious about their performance

and abilities. Be sensitive how you phrase your comments and
avoid offhand remarks that might prick their feelings of inadequacy.
 Avoid Giving in to Students' Pleas for "the Answer" to

Homework Problems.
When you simply give struggling students the solution, you deprive
them of the chance to think for them. Use a more productive
approach like.
o Ask the students for one possible approach to the problem.
o Ask the students to build on what they do know about the

problem.
o Resist answering the question "Is this right?" Suggest the

students a way to check the answer for them.
o Praise the students for small and independent steps.
If you follow these steps, your students will learn that it is all right
not to have an instant answer. They will also learn to develop
greater patience and to work at their own pace. And by working
through the problem, students will experience a sense of
achievement and confidence that will increase their motivation to
learn.

32
Motivating Students to Do the Reading
 Assign the Reading at least two Sessions before it will be

Discussed.
Give students full time to prepare and try to interest their curiosity
about the reading: "This article is one of my favorites and I will be
interested to see what you think about it."
 Assign Study Questions.
Hand out study questions that alert students to the key points of the
reading assignment. To provide extra incentive for students, tell
them you will base exam questions on the study questions.
 Ask Non Threatening Questions about Reading.
Initially pose general questions that do not create tension or

feelings of resistance: "Can you give me one or two items from the
chapter that seems important?" "What section of the reading do you
think we should review?" "What item in the reading surprised you?"
"What topics in the chapter can you apply to your own experience?"
 Prepare an Exam Question on Un-discussed

Readings.
If students have not done the reading, tell them that there will be at
least one question taken directly from what they were to have read.
The next time the reading is discussed, remind about what
happened last time and that if they come to class prepared, there
would not be any surprises on the exam.

33
Activity
Post-Evaluation
(See Appendix 1)
Trainer/facilitator will make post-training evaluation
Required Apparatus
Quantity of test copies according to number of
participants with written Post Test on its top of the
page
Time
30 minutes are needed to accomplish this activity
Purpose of Activity
Trainer will draw a comparison between Pre-Test
Evaluation and Post- Test Evaluation to know
effectiveness of training
Note
Results will be keep in records for office use only

34
Activity
Training Feedback
Trainer/facilitator will take training feedback from all
participants
Required Apparatus
Quantity of feedback forms according to number of
participants
Time
30 minutes are needed to accomplish this activity
Purpose of Activity
Trainer will come to know about effectiveness of
training methodology and related concepts and will
also consider areas of improvement shared by
participants end
Note
Results will be keep in records for office use only

35
References
1. www.thefreedictionary.com/exam
2. 2013 Merriam-Webster, Incorporated
3. www.unisa.edu.au/learningadvice/exam/entext.asp
4. www.theguardian.com Higher education
5. www.irishtimes.com
6. www.happychild.org.uk
7. www.telegraph.co.uk Student Life
8. www.deakin.edu.au
9. www.fastcompany.com
10. www.mindbodygreen.com

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Student Development Program

Exam Success AFAQ Training Division

Appreciation is accorded to the work of the staff of AFAQ who has

It is further hoped that the same quality accomplishments and research

Exam Success AFAQ Training Division

Exam Success AFAQ Training Division

Objectives Content/ Scope Activities Assessment

Exam Success AFAQ Training Division

Benefits and It is Significance of Discussion and Discussion

Exam Success AFAQ Training Division

Objectives of the Training

 Motivate for Exam Success (General Strategies)

Exam Success AFAQ Training Division

Exam Success AFAQ Training Division

Exam Success AFAQ Training Division

Action Plan of Course Participants

 Submit his/her Personal Reflection on the training to AFAQ

 Develop his/her Action Plan to implement the relevant course

Exam Success AFAQ Training Division

Expectations from Course Participants

 Being realistic, good listener and fact oriented.

 Working collaboratively and to learn from each other

 Completing all assigned task on time with quality and

 Developing a reflective thinking in individuals.

Exam Success AFAQ Training Division

Expectations from MTs & RPs

 Being punctual and managing the time accurately.

 Listening and valuing ideas of CPs as fellow learners.

 Using different exam success strategies and methods.

 Reflections on their practices to make CPs better Master

Exam Success AFAQ Training Division

Session Instruction Plan

Time Content Activity

Exam Success AFAQ Training Division

Exam Success AFAQ Training Division

This test will be compared with the Post-training

Exam Success AFAQ Training Division

Exam Success AFAQ Training Division

In education an examination (exam for short) is a test to measure the

A student/person who takes an examination is called a candidate.

The method, we study for an exam depends on the exam type. It is

 Multiple choice exams

 Short and long answer exams

 Open-book and take-home exams

 Problem or case-based exams

Exam Success AFAQ Training Division

 An on-screen test is a test which uses the computer.

Examples of a practical test may be: driving a car, speaking a language,

If the candidate is passed the test, he/she will be considered as

A student who passes an examination may get a certificate or diploma.

Exam Success AFAQ Training Division

Success can also mean as “completing an objective or reaching a goal

Success can be expanded to encompass an entire project or be restricted

It is a form of assessment where we are required to complete particular

 Ability to Recall and Apply Theory

 Knowledge of the Content Area

 Critical Thinking and Problem Solving Skills

 Ability to Work Alone and Under Pressure

 Authenticity of Our Work

Exam Success AFAQ Training Division

What is Exam Stress?

Exam Success AFAQ Training Division

Symptoms of Exam Stress