Revising for examinations

How to effectively prepare and revise for exams

There’s no secret to exam success - it’s all in the preparation. But how do you prepare for exams?
The following tips will help you organize your time and materials to ensure you’re well prepared.

The essentials
Find out how you will be assessed. What kinds of exam will you be sitting – multiple choice, essay,
open-book, take home? Different types of exams can require different forms of preparation.

Look at old exam papers. Find out what areas of the course or which topics have been examined
in the past. Review the subject handbook and objectives to gain a sense of the main issues that
have been covered and the types of knowledge you will be expected to demonstrate. As you
review your notes try to recall how the material has been examined in the past. At the end of
each unit of work it is also useful to ask: how might this be tested in the exam?

Be clear about:
 How many exams you will have and what each is worth as a percentage of your final grade.

 Whether there will be a choice of tasks or a range of questions in the exams.

 Whether the department is running exam information sessions.

 Where to find old exam papers or model answers

Set goals and prepare early

How well do you want to do in this subject? How much time and effort are you prepared to put
into achieving your target?

Ideally, you prepare for exams throughout the semester by attending all your classes and revising
work weekly, if not daily. Serious, final exam study should begin about four weeks before the
exam date. But, don’t panic if you haven’t started yet – it’s not too late!

Find a space just for study:

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Take time to think about where you work most productively and plan to do your exam revision
there. Do you work better at home alone in your room or at the library surrounded by others?
Remove distractions from the area: Internet, mobile phone, magazines, any non-study related
material that may tempt you away from your work.

Organise your subject material:

Make sure you have the subject guide and objectives, any information about the exam and a
complete set of lecture and practical / lab notes for your subject. Check that you have all the
handouts distributed in classes. Organise your notes sequentially in a ring binder or in computer
files so that they reflect the topics in the course outline. Information should also be well indexed,
summarised and easily accessible for revision purposes.
Prioritise your subjects:

Which subjects do you want to do your best in? Which subjects do you find most difficult? You
may want to spend more time on your weaker subjects so that you achieve a certain average
grade. Or you may want to aim for a distinction in a particular subject even if it means aiming
only at a Pass in another.

Prioritise the topics within a subject:

Using your subject outlines, identify which topics will be examined. Find out whether you have
to answer questions on all areas or whether you can limit the range of topics you need to prepare.
The aim is to identify what MUST be studied, what SHOULD be studied and what (if anything) can
be ignored.

Make a revision timetable:

Plan how you will use the time leading up to your exam. It’s better to plan frequent short revision
sessions – around 50 minutes – as longer sessions are less effective for recall. Allocate 2 to 3
hours for revision each day and you’ll be amazed how much you can cover in a week.

Revision in action

Once you have worked out which topics you will answer questions on in an exam it’s time to start
revising. Note that revising means looking at again – not learning something for the first time. If
you’ve been working effectively throughout the semester, revision should be a process of
reminding yourself about the important points and consolidating your understanding of a topic.

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 If you are looking at material for the first time during exam revision you
will need to give yourself extra time to understand the topic and grasp the
new concepts.

What to revise
When revising, ask yourself two questions:
 How can I improve my knowledge and understanding of the topic?
 How can I improve my ability to demonstrate my knowledge in the exam?

Best results will be achieved if you aim to refine both your subject knowledge and your exam
performance capabilities. It is unproductive, for example, to continually extend your subject
knowledge if you have difficulty applying information to solving problems or expressing your
understanding in essay form.

Revision sessions should thus involve:

1. Identifying what you already know and understand, what you need to know, and how you can find out
and/or remember additional information.

2. Preparing to demonstrate in the exam that you understand what you have learned – for example, that
you can apply principles or theories to new material and situations.

Make sure you allow time in your revision timetable for both kinds of work.
Improving subject knowledge for exams

Do something active when reading over your notes: Your understanding and recall of
information will increase if you engage actively with the material. Try to:

 Make summaries in your own words

 Draw a mind map or diagram of information you have in text form

 Draft some questions to test knowledge of the material you have just studied

 Cover sections of a list or formula and see if you can supply the missing information

 Explain the topic to a friend – if you can clearly express the concepts in your own words, you can
be sure you understand the topic well

 Imagine a situation from a different point of view – for example, the client’s, the patient’s, the
plaintiff’s – or imagine pictures, figures and physical structures from another perspective

 Annotate your notes as you read and develop a list of key terms and concepts

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Learn general rules and principles rather than masses of unrelated facts:

Generally, it’s better to know fewer topics in some depth than to try to remember isolated bits
of information from across the subject. That is, it is easier to recall information that is connected
and logically organised.
Additionally, many exams test whether you can apply the rules or principles you have learned to
new areas, so it is less likely that you will be asked to replicate or regurgitate examples you
worked on during classes.

Match your learning strategy to the type of material:

Learning by rote is good for remembering lists, items in order, formulae and vocabulary. To learn
by rote try repetition, rhymes, melodies and peg words.

Mnemonics are also useful and you can make up your own to suit the material. For example:
 Every Good Boy Deserves Fruit (for the notes of the treble stave)

 My Very Elderly Mother Just Saw Uncle Ned’s Parrot (for the planets in order from the sun)

Different strategies are needed, however, to remember concepts and theories, argumentative
material and systems. Understanding the big picture, familiarising yourself with any specialised
vocabulary and explaining the ideas and processes to others will develop your understanding and
recall of this type of material.

Ultimately, you will remember more of the information you revise if you can make it meaningful
to yourself in some way. Give it purpose by thinking about where and how you will apply the
information; or make it personally relevant by thinking about whether and how the concepts
apply to you.

Demonstrating your learning

Attempt old exam papers:

Familiarise yourself with the structure and format of old exam papers in your subjects. Write
answers to the questions and then check them against your notes to see if you have omitted any
important points.

Write detailed answers within the time limit to the questions on a previous exam paper, and
reflect:
 Do I need to work faster in order to complete the paper or slow down and include more detail?

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  Would my answers earn the allotted number of marks? E.g. if 5 marks are allocated to a question,
a single word answer is not likely to be sufficient.

Put extra time into practising the exam tasks you least prefer:

Some people like writing essays and dislike problem solving; some people excel at multiple choice
and do poorly when asked to write extended responses. It is important that you identify and
improve your performance in all exam tasks you will need to do.

Finally…
If you need help preparing for exams, seek it as early as possible, whether it is from your tutors,
lecturers, Teaching and Learning Advisors or Student Support Services.

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 Writing essays in exams
Secrets of exam success
A good essay
A good essay is easy to read when the ideas are clearly expressed and logically
organised. The writer also demonstrates familiarity with important issues and concepts
relevant to the topic.

Most importantly, a good essay offers the reader a succinct response to the
essay question in the form of a reasoned and well-organised argument.

It is not easy to write a good essay and even more difficult to write a good essay under
exam conditions. Preparation and rehearsal are vital. Students sometimes feel that it is
not possible to plan for essay writing in exams because they won’t know what the topic
will be until they see the exam. This is a mistake. You can and should plan for what you
will do in the exam by practising writing essays for exams as early as possible. This
pamphlet will help ensure that you are well prepared for exam essay writing.

What do examiners look for?

Essays are a common form of assessment at university level because they can be used
to assess a range of skills as well as subject knowledge. Writing essays under exam
conditions is quite different to ‘normal’ essay writing, however. Generally, you will not
have access to source material or notes; you have only limited time to reflect on the
question and plan your response; there is no time for re-drafting or major editing.

Fortunately, examiners take these factors into account. They will not expect a perfectly
crafted piece of writing; they will not expect extensive referencing; they will not expect
arguments to be as well-structured and supported as in an assignment-style essay.

Some departments will give you explicit guidelines about what they are looking for in
exam essays. If such information is not available, however, assume that examiners are
looking for and evaluating the following:

Has the question been answered? Marks will be allocated for certain pieces of
information you have included and for the depth of your discussion. No marks can be
awarded if you don’t answer the question, no matter how interesting your response.

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Knowledge of the subject area: Demonstration of understanding of the concepts,
theories and issues explored through the course.

Critical thinking skills: Have you made connections and comparisons between different
arguments, interpretations or fields? Have you evaluated the merit or strength of particular
theories or pieces of evidence?

Ability to produce a reasoned and organised written argument: The ‘argument’ is the
thread holding an essay together. An essay should adopt and argue for a particular
position in relation to an issue, a question or a contention. Examiners will be evaluating
the clarity, comprehensiveness and structure of your argument.

Reading and reflection: Have you systematically reviewed the materials used in the
course or have you occasionally skimmed the essential reading for tutorials? When
reading, have you compared authors, studies and results and identified connections,
relations and counterarguments? All these things will be apparent in your essay.

Written communication skills: Grammar, sentence construction, expression,

punctuation and spelling – even handwriting – all contribute to the clarity of your essay.
Whether or not examiners are looking at written
expression specifically, it will influence your final result.

Where can you improve?

Reflect on your strengths and weaknesses. Use the criteria above to identify which areas
of essay writing you need to improve most. Do you know enough about the subject? Have
you read and analysed the essential material? Do you need to work on your written
English or your construction of written arguments?

Prepare yourself
Find out what you will be expected to do in the exam:
• How many essays must you write in the exam?
• How many marks will each one be worth?
• Will you have some topic choice or have to write on any and all topics covered by the
course?

Note how much time you will have to write. The time available to write on a topic – along
with the number of marks allocated – indicates the breadth and/or depth with which you
are expected to cover the topic

Review your notes:

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Systematically review your notes and course material. As with any revision, your aim is
to identify key topics, concepts and major theories or approaches.

Prepare a set of exam notes that are ‘essay friendly’. Given that you will need to write
paragraphs in the exam, your exam notes should not be limited to bulletpoints. It is fine
to develop a list of the main points you might want to include in an essay, be sure you
can develop that list into sentences and paragraphs.

Review old exam papers:

Review old exam papers in the subject. You can use past exam papers in different ways:
to test yourself and monitor your progress; to increase your knowledge and understanding
of certain topics; to help you to practice on the types of questions you are going to
encounter; and get familiar with the format of the exam itself.

Analyse the kinds of questions asked. Note the ‘direction’ words used, such as, ‘compare
and contrast’, ‘discuss’, ‘evaluate’, ‘illustrate’.

Some common directives used in exam questions:

Analyse: Examine the main ideas or components; consider how they are related and why
they are significant.

Compare & Contrast: Identify two or more views about the same topic and examine both
the similarities and differences.

Define: Provide the meaning of a term or establish the boundaries of a concept or topic.

Discuss: Consider a topic from various points of view. You should describe and evaluate the
strengths and weaknesses of the various approaches/ arguments and then draw conclusions.

Evaluate: Pass judgement on the worth of something. Such judgement must be supported
by relevant evidence.

Explain: Make clear or plain – usually the steps involved in a process, or the causes/ effects
of an event or phenomenon.

Illustrate: Use examples, comparisons, diagrams or graphs to explain or demonstrate a

point.

Outline: Briefly review the most important aspects of a topic or the main points of a
procedure or argument.

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Look at the marks allocated to a question. How many points might you need to make to
earn that many marks? Is broad coverage expected? For example, ‘Discuss the ten
factors that contribute to heart disease’ 30 marks. Or depth? For example, ‘Discuss in
detail two of the causes of greenhouse gas production and how they might be eliminated’
30 marks. Draft responses for the question you would find easiest and then the question
you would find most difficult. This will help you to identify where your knowledge is
satisfactory, incomplete or inadequate.

Identify probable exam topics:

Looking at both your notes from this year and the past exam papers, try to anticipate the
topics you will be asked to write on and possible questions.

It won’t matter if you don’t guess exactly the question that appears on the exam. This
gives your mind practice at imagining how the material could be organised in different
ways to answer different questions.

Once you are in the exam

Read all the questions during reading time and identify the ones you might attempt. Re-
read those and make a final selection (if you have a choice).

Calculate how much time you can spend on a question, relative to its mark value.
Then stick to it! At the start of reading time make some brief notes next to each of the
questions you will attempt. Consider how you will respond to the question, the subject
area/s you will be dealing with, and any main points or initial thoughts. This will give you
something to start from, or build on, later in the exam when you are getting tired.

Write the easiest essay first. It will enable you to settle into the exam and develop your
confidence.

Write a brief essay plan. Consider the following:

 How many paragraphs do you expect to write?
 What will the topic of each paragraph be?
 What supporting evidence or information will you provide for each major point you make?
 What is the most logical order in which to make your points so they develop and support
your argument?

Write clearly. If your handwriting is not very clear, consider printing. Remember that the
examiner will have just a few minutes to read and mark your response; don’t make their
job harder.

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Try to use the wording of the question in your first sentence. For example, ‘Compare
the main features of orthogonal and oblique cutting processes’. You could begin your
response with ‘The main features of
orthogonal and oblique cutting processes differ in three main ways. Firstly,…’

Improve your essay structure by using clear transition or connecting words to help
organise your ideas and to make it easier for the examiner to follow your arguments. For
example: Firstly, … Secondly, …; In contrast to…; In addition…; As a result…

Include an introduction and conclusion. While introductions and conclusions can be

pretty basic in exam essays they are worth including for the guidance they can provide
you as a writer and especially for the reader/examiner. Furthermore, make them as clear
and succinct as possible. Include clear signal language: ‘This essay will argue that …’; ‘In
conclusion, …’; ‘To sum up…’

Most importantly, re-read the question and check that you have answered it – all
parts of it. If you haven’t answered the question directly you will not get the marks!

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 Multiple choice examinations
Understanding multiple choice questions and
doing well in exams
You may hear one or any of the following pieces of advice about multiple choice exams:

A. Changing the answer to every question is good / bad.

B. The correct answer is usually ‘C’.
C. ‘D’ is usually not relevant.
D. You can’t study for multiple choice exams.

These ideas would have you believe that success in multiple choice exams is a matter of
luck. Don’t be fooled!

Multiple choice exams can require a great deal of skill to do well.

They require accurate knowledge and careful reading of the instructions, questions and
responses. They also require you to be certain of your knowledge; the challenge in multiple choice
exams is not to be distracted by the distractors (incorrect answers).

For multiple choice, as for any exam, you need to revise your subject material thoroughly.
Practising questions under exam conditions is also important.

You will feel more confident if you have an understanding of the types of questions asked in a
multiple choice exam, a set of exam strategies for this type of exam and an idea of what you might
do if you don’t know an answer. This flyer can help.

Types of multiple choice exams

It is important that you know what type of multiple choice questions (MCQs) will be asked
in your exam, as well as the response format required. There are several different types
of multiple choice questions. The following are some of the more common ones.

True / False: Essentially a two-option MCQ, these questions may require you to select
either the ‘true’ (correct) or the ‘false’ (incorrect) answer.

E.g. Zafirlukast is a leukotriene receptor antagonist. T / F

Odd one out: For some MCQs, you will need to establish a pattern amongst answer
alternatives, and then choose which answer option is the ‘odd one out’ – the one that

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doesn’t fit. Common examples are number or object patterns, or sequences in intelligence
tests.

Most accurate: In social science subjects where exact answers are less likely, you may
be asked to choose the ‘most accurate’ or ‘best’* answer to a question.
E.g. Which of the following options provides the best description of hypnosis?
A. Hallucinatory sleep B. Deep sleep
C. High suggestibility D. Mind control

*Note that for ‘best’ answer MCQs, there may seem to be more than one correct answer; the
trick is to choose the most correct.

Grid format: need to be read carefully as they provide two sets of data to process. They
may, for example, provide a set of solutions based on sets of answers being correct.

E.g.Tissue oedema may result from:

A. protein-deficient diet.
B. local accumulation of metabolites.
C. loss of sympathetic vasomotor tone.
D. venous congestion.

1. Answer 1 if A is correct

2. Answer 2 if A and C are correct

3. Answer 3 if A, B and C are correct

4. Answer 4 if D is correct

5. Answer 5 if A and D are correct

Extension questions: These require you to ‘extend’ the stem by choosing the correct
completion option. For example:
A business organisation, which exchanges inputs and outputs with its environment, and
has the ability to adjust to changes in the environment, is called:
A. an adaptive system.
B. a closed system.
C. an open system.
D. a controlled and responsive system.
E. an open and adaptive system.

Statements and logical relations questions: These are more common in the medical
sciences. You will be asked to consider a sentence comprising two statements connected

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by a word or phrase showing logical relation; such as; ‘depends on’, ‘causes’, ‘results in’.
E.g.

Ventricular stroke is very common in elderly people because it depends on high values
for stroke volume and mean arterial pressure.

Statement A: Ventricular stroke is very common in elderly people

Logical Relation: because

Statement B: it depends on high values for stroke volume and mean arterial pressure.

1. Answer 1 if Statement A is true and Statement B is true but the logical relation is false.

2. Answer 2 if Statement A is true and Statement B is true and the logical relation is false.

3. Answer 3 if both Statements A and B are false.

4. Answer 4 if Statement B is true and Statement A is false.

5. Answer 5 if Statement A is true and Statement B is false.

Multiple choice exam strategies

1. Read the instructions very carefully. Note whether you will lose marks for incorrect
answers.

2. Calculate how much time you have to answer all questions and how much time you
will spend on each question (if it has not been done for you).

3. Read the questions very carefully. Circle or underline topic words and any
negatives.

4. Identify any modifiers and qualifiers – e.g. only, always, sometimes, rarely. Exact
words such as always, never, none, must, without exception, mean that there is no
exception. If you can think of an exception, statements that include these words are
incorrect or false. In contrast, indefinite words, such as rarely, usually, seldom,
sometimes, frequently, often, can tolerate exceptions.

Try to think of the answer before looking at the options. Analyse the responses
available and match your answer with one of the choices – read them all before making
a choice. If your answer does not match exactly, find the choice that most closely
approximates your answer.

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6. Before you tick a box or mark a choice on a multiple choice answer sheet, check
your preferred answer again. For calculations, ensure you have taken care with
measurement units or decimal points.

7. Leave time at the end of the exam to go back to check your answers.

When you don’t know the answer

As with all exams, attempt the questions that are easiest for you first. Come back and
do the harder ones later. Never leave a question blank (unless you will lose marks for
an incorrect response). Make a calculated guess if you don’t know the answer. Here are
some tips to help you guess ‘intelligently’:
Use a process of elimination: Try to narrow your choice as much as possible:
which of the options is most likely to be incorrect? Are there any options you can
eliminate straight away? Ask: are options in the right range? Is there something out
of range you can eliminate straight away? Is the measurement unit correct? Does it
sound reasonable?

 Look for grammatical inconsistencies: In extension-type (sentence complete)

questions a choice will be wrong if the question and the answer do not combine
to make a grammatically correct sentence. Also look for repetition of key words
from the question in the responses. If words are repeated, the option is worth
considering, e.g.

The apparent distance hypothesis explains…

b) The distance between two parallel lines appears…

 Be wary of options containing definitive words and generalisations:

Because they can’t tolerate exceptions, options containing words like always,
only, never, must tend to be incorrect more often. Similarly, options containing
strong generalisations tend to be incorrect more often.

 Favour look-alike options: If two of the alternatives are similar, give them your
consideration. e.g.
A. tourism consultants
B. tourists
C. tourism promoters
D. fairy penguins
(Also be wary of the ‘odd one out’ effect – see answer ‘D’ above: it is probably
not correct.)

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  Favour numbers in the mid-range: If you have no idea what the real answer is,
avoid extremes.

 Favour more inclusive options: If in doubt, select the option that encompasses
others. e.g.

A. an adaptive system
B. a closed system
C. an open system
D. a controlled and responsive system
E. an open and adaptive system.

* Please note: None of these strategies is foolproof and they do not apply
equally to the different types of MCQs, but they are worth considering when
you would otherwise leave a blank.

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 Examination day tips
How to perform successfully on exam day
To prepare well for exams you need to manage your academic workload throughout semester
and revise early and effectively. However, even well prepared students can feel uneasy as exam
days approach.

Here are a number of tips to ensure you feel in control and perform at your best – despite the
stresses of exams.

Get prepared

Two to three weeks before the start of exams:

 Check the latest exam timetable for the date, time, room and what can be taken into each
exam (e.g. calculators, notes, etc.). Note any last minute changes.
 Review old exam papers. Get to know the format, types of questions and scope of topics
covered. Ask your lecturers about the availability of these.
 Attend exam revision lectures and take special note of any tips that your lecturers might give.
Find out about any exam hurdle requirements.
 Practise answering exam questions within the time limits and under similar conditions as you
will experience in the exam.
 Practise some stress management and/or relaxation techniques (check out these tips from
Counselling and Psychological services)
 Consult Disability Rights Unit [DRU] about alternative exam arrangements as early as possible if
you have a disability or ongoing medical condition.
 Apply for Special Consideration if you have experienced exceptional circumstances that you
believe will affect your exam performance.

During Swot Vacation

In order to work effectively during Swot Vacation decide what you need to get done, make
yourself a revision timetable and stick to it. Make sure your revision is task focused and not too
general in scope.

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If you find that you’re distracted or lacking motivation, working with other students studying the
same subject can be an effective way of revising.

However, don’t burn yourself out before the exams have even started. Pay attention to your diet,
drink lots of water, exercise and, above all, try to get at least 7 hours sleep each night.

Also, when studying throughout Swot Vacation, be mindful of the times of your exams. It is worth
trying to concentrate and be alert at those times of day. For example, be aware that you will not
perform well in a 9am exam if throughout Swot Vacation you have been studying until late at
night, falling into bed at 4am and getting up around noon.

The night before the exam

Don’t spend the night before an exam trying to cram in more or new information. At this stage,
it’s best just to work with the exam notes or flash cards you have made during revision sessions.

• List or recite the main points on a topic and then check your recall against your notes.
• Look over your essay plans, formulae and/or any memory aids you have devised.
• Pack your bag for the next day, eat a good meal and try to get a good night’s sleep.

If you feel anxious about the limits of your knowledge, remind yourself that you will earn more
marks by being refreshed and alert in the exam than by trying to cram another topic into your
short-term memory. Often short-term cramming does not work. It’s better to know well what
you have learned over the longer term than to panic and exhaust yourself at the last minute.

On exam day
Allow plenty of time in the morning to get yourself ready to leave on time for the exam. Have a
healthy meal; preferably with protein and carbohydrates that will provide slow energy release
over several hours. Take fruit bars with you to sustain you through a 3-hour exam.

Dress appropriately for the weather and remember that exam rooms can sometimes be a little
extreme in temperature, so be prepared. Make sure you take your student card and appropriate
writing instruments (pens, pencils, ruler, eraser, etc.).

Arrive in good time but don’t talk too much with other students about the topics or the exam.
This may confuse you and will certainly contribute to exam anxieties. Perhaps talk about what
you might all do after the exam. Moving your fingers and toes will keep muscles loose; deep
breathing can reduce anxiety and chewing gum can help to prevent tension.

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During reading time

Get an overview of the entire paper by scanning through it first. Read the instructions VERY
carefully and work out how many questions you need to answer.

Calculate the time you can spend on each answer relative to its mark value. For example, if
question 1 is worth 20% of the marks for a 3-hour paper, should spend about 35 minutes on it.
Allow yourself 10-15 minutes review time for the end.

Decide which questions are the best ones to attempt. Skim the paper again and tick any
questions you feel you could attempt. Then go back and read these carefully.

Decide the order in which you will respond. The general rule is to attempt the ones worth most
marks reasonably early. You could also start with what seems easiest to you. Leave the ones you
are least sure about until last; you may get some ideas about them along the way.

Carefully, analyse the questions you will attempt. Ask: What exactly is the question asking? Can
it be broken down into parts? Can I restate it in simpler terms? How does it relate to the
semester’s work? What information is provided? Are there any clues elsewhere in the paper?

During writing time

As soon as you can, write a few things down:

• List, in order, the questions you will attempt.
• Write your time allowance per question.
• Write out formulae, key terms, lists or plans you have memorised and note which questions you
will apply them to.

Re-read your question and plan your answer. Don’t rush or feel you have to begin straight away.
Some students prefer to write a brief outline of their planned response for each question before
they begin writing detailed responses. This may help if you know your concentration wanes over
time. Also, if you have a mental blank later, you have your outline to refer to.

Stick to your allocated time for each answer – if you get stuck, move on. If, despite your best
efforts, you run out of time, jot down notes on how you would have proceeded to solve the
problem or answer the question. Point form is fine at this stage.

If you have no idea of the answer, don’t leave a blank. Write down anything you can think of
related to the question.

Tips for maximising your marks in the exam

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Avoid spending too long on difficult questions for which your answer may or may not be
correct. You may run out of time to answer the questions you are more confident about.

• Be sure to answer the question asked. Answers unrelated to the question will earn ZERO marks.
• Answer all parts of the question. Be aware that essay or short answer questions can contain
parts. For example, ‘How and why are contemporary romantic films different from those of the
classic Hollywood period?’ Discuss both ‘How’ and ‘why’.
• Try to identify how marks have been allocated. For example, if you are asked to explain 4 causes
of heart disease and the question is worth 20 marks, it is likely that 5 marks are available for
each part.
• Make sure your writing is legible. Examiners are under time constraints. If they struggle to read
your writing, you may not get all the marks you deserve.
• For mathematical or scientific calculations, check your responses carefully. For written responses
check that your ideas are clear and on target. Don’t lose ‘easy’ marks for leaving out a key word
or a decimal point.

After the exam

Some students enjoy talking with others about their answers to exam questions. Beware – this
may increase your exam anxiety. Nothing you do after the exam will change your mark for that
exam, so don’t dwell on it. Do something you know you will enjoy right after an exam.

After you’ve had a break, however, it’s worth reviewing your performance. The aim is not to
agonise over ‘what you could have done’, but rather to identify where you could improve your
results next time. Reflect:

• Were you sufficiently prepared?

• Which areas of exam revision could you improve?
• Was stress management an issue?
• Did you manage your time in the exam effectively?

Also, after the exams have been marked, it may be useful to work with a tutor, other students
or an Academic Skills Adviser to identify where you could have gained extra marks.

What will your exam strategy be next time?

Further Resources
For more information on what to do on exam day: https://students.unimelb.edu.au/admin/what-to-do-on-exam-day

Faculty of Humanities Teaching and Learning Unit Lindiwe Tshuma 19