Getting the Best from Revision

and Exams

CONTENTS

Introduction

What is revision?

Preparing to revise/constructing a revision plan

When to revise/how long to revise for

Your revision environment

What to revise/where to start

Revision strategies

Other resources

Improving your memory

The examination

Stress control

Revision plan

Introduction

This guide contains suggestions to help you revise effectively. Not all the strategies will suit everyone but it’s worth trying them out to see which you find the best. You can also access a range of resources relating to revision techniques and exams by visiting the Academic Skills Community (ASC) in myBU.

Before you go further, there are a few advantages associated with examinations to consider:

• You know in advance what type of exam you have to prepare for: open book; essay; multiple choice; open question; oral etc

• You cannot be expected to give very long or detailed answers

• They are tests of learning, not of memory – draw on your knowledge to develop a reasoned argument rather than replicate course notes!

• Less information is used than in a comparable piece of coursework

• You don’t have to write reference lists in full

• More sympathy is given to poor handwriting• Minor spelling and grammatical errors

are usually forgiven• They show how you work under pressure• Your lecturers WANT you to pass

Getting the Best from Revision and

Exams

What is Revision?

Revision means ‘looking again’ but some revision actually involves new learning. Your previous reading and note-taking may have focused on the assignment titles you chose during the year, so it may be necessary to supplement your notes. Revision should be an active process.

Revision involves:

• Looking at the Learning Outcomes in your course handbook to check what you are expected to know/be able to do

• Building on what you know and understand, NOT cramming information!

• Finding out what has slipped your memory• Being selective about what you cover• Working on ways to retain information• Practising/planning answers• Preparing to show what you have learned• Being active, not just reading!

Colour coding and rearranging are not revision!

Preparing to Revise

Some people leave revision until a couple of weeks before their exams and find that if they spend a fortnight ‘cramming’, they can get through. However, this approach is not beneficial to the majority of students and should be avoided. It is also risky - if you have an unexpected crisis in the final week, you will not have done enough work to achieve good results in your exams.

Regardless of when you start your revision, you are advised to leave the week before your exams free. Should any unforeseen event stop you working in your revision period, you will still have a week in which you can catch up. If nothing happens, you have an extra week left in which you can ‘top up’ your studies.

Constructing a Revision Plan

Many students make revision plans but few seem able to stick to them. The secret is to design a plan whereby revision periods fit into your existing lifestyle; as opposed to one where revision takes over.

The earlier you put your plan into action, the easier it is to integrate revision periods into your week.

It is recommended that you start your revision six weeks before your exams.

This guide contains a simple weekly grid – you can print our further copies from the Academic Skills Community.

You should create a page for each week and write on it:

• submission dates of assignments

• date(s) of your exam(s)

Block out time for:• Lectures/seminars• Sleeping• Employment• Eating • Travel • Relaxing:

• Favourite TV programme?

• Social events (do you need to block out extra time the following morning?!)

• Sporting commitments• Hobby

Calculate the time you have left for revision, leaving the week before exams free.

You may also want to consider what time of day you have available for revision. The best times for intensive study are in the morning when we are (hopefully) fresh a nd in the early evening when we are relaxed. It is least advisable to revise in the afternoon when we can feel most lethargic and late at night when we should be preparing for sleep. However, you need to find the times that are most convenient and effective for you.

It is not effective to work for more than 2 hours at a time, and even then, break your revision into bite-size chunks. The average person’s concentration span is about 40 minutes. Therefore, within a 2 hour block, you should aim to vary your revision methods. For example, some reading, some note-taking and writing some sample answer plans. Remember,

revision is supposed to be a PART of your life, not the dominant factor.

List what you need to revise and match it up with the time available. Finally, put your revision timetable somewhere visible, so that you notice it… and your friends/family can also remind you about it!

Remember that it is a good idea to maintain a healthy lifestyle:

• Try to eat healthily and drink plenty of water

• Spend some time outside in the fresh air

You should now have a revision template that suits YOU. When you’re not revising there’s no need to feel guilty because you’re not supposed to be revising! When you are revising you should be able to retain motivation because you can see other activities that are imminent.

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Your Revision Environment

It is really important to create an environment that is conducive to study. The following list comprises suggestions:

• Arrange for as much privacy as possible• Turn off your mobile; ask someone else to take

messages for you• Discourage interruptions until break times• You should feel comfortable. Check your work surface

is at an appropriate height in order to avoid aching shoulders, back or neck.

• Prepare all essentials such as exam guides, paper, pens etc

• Your study space should be well-lit. Aim for natural light or a desk lamp

• Turn off the television; turn off your games console. No distractions!

• Try a session with music playing; some people claim to link different tunes to particular learning. Try revising with classical/rock/jazz ; try a session with no music.

• Keep your work surface tidy; put your books/notes where you know they can be located. Do your tidying in advance, so you can’t use it as an excuse for not revising!

What to Revise

Deciding what to revise is not as obvious as it might at first seem. You need to eliminate topics that will not be examined from your list. Asking tutors which areas they plan to omit from their exams can often be more productive than trying to pin them down to stating what WILL be on the paper. However, you should be aware that not all academics will be prepared to discuss potential content.

It may be some time since you last looked at the unit guides within your Course Handbook. However, this is an excellent time to re-visit them and identify the learning outcomes. They will probably be written in the format: ‘this is what you should know/be able to do’ and will provide you with clear guidelines around which you can prepare revision.

The Teaching Scheme will list all the topics that have been taught and will give you an alternative structure to plan your timetable around. It will also remind you of topics that you may have forgotten about or did not study in depth. Should you identify such areas, you could exchange notes on areas you concentrated on with a colleague.

• Find out about the exam paper

• Get past papers if possible (look in myBU)

• Check with lecturers what will/will not be included

• Gathering materials• Textbooks• Course guide/

handbook• myBU• Your notes

Where to Start

There are no right and wrong answers. Covering the topics you know best first may help you to feel confident. Covering the topics you are least sure of first will give you the maximum amount of time to spend on that topic as you can revisit it several times before the exam. Aim to rotate and revisit topic areas until you feel that you are confident.

help again to understand and digest information. It will also result in a handy resource that can be carried around which can be made use of in small periods of time.

Write key points on ‘post-its’ and put them on your walls, doors and on the fridge. This will help remind you of important information even when you’re not revising.

Turn each set of notes into a poster with colours and symbols. Put the posters on your walls to remind you of important concepts and facts.

Using Your FriendsForm a study group. Choose people who are unlikely to chat.

Plan which topics to revise individually and meet regularly to discuss problem areas.

Devise quizzes and test each other.

These strategies will illustrate how much you know and what further revision needs to be undertaken

Other Resources

Using Your AssignmentsLook again at all the marked assignments you have.

Read the tutor’s comments carefully.Identify which topics you did well in and which require more work.

Identify which parts of the answers you wrote well and which proved more difficult.

Look at the advice the tutor gave you.

Using NotesDevelop ONE good set of notes to cover each topic. Once you have done this, you can stop using text books and the material will be more manageable.

Allow enough revision time to reduce your notes by half. This process will encourage you to think about the content and assimilate information.

Two weeks later, reduce the notes to key points on index cards. This will

Revision Strategies

Some of the best resources for revision are past examination papers. Use them in the following ways:

Familiarise yourself with the layout of papers

Do all questions carry equal marks?Are there compulsory questions?In what format are answers required e.g. essay, etc?Is there more than one section?How many questions must you answer?

Look for themes e.g.Which topic areas are regularly covered?Which topics, if any, are seldom covered?Which type of questions are usually compulsory?

Compare your notes with exam paper content e.g.

Are there topics which you know little about?Will you need to supplement your notes with extra reading?

Practise writing PLANS for answers to questions

This will increase your breadth of knowledge

Avoiding ineffective revision techniques

What problems have you encountered when reivisng?

Leaving revision until the last minute:

• Write possible essay titles on blank pages and jot brief notes or page references under each title during the unit.

• Make your notes readable, attractive and visually compelling as you go through the course.

• Start to learn names, dates and key details from index cards at odd moments early in the term. Even if you forget them they will be easier to learn a second time round.

Reading notes over and over again:

• Read in order to find out - look for material related to possible exam answers.

• Discuss past exam questions to make the process more interesting

• Plan/write some essays without looking at your notes. This shows you which areas need more work.

Writing notes out over and over:

• Working to different essay plans develops your thinking about the subject

• Rewriting notes may interferes with the visual recall of your original set of notes. Develop a good complete set of notes, plus a series of index cards.

• Reduce information to a series of memory triggers.

• Reduce a set of triggers to one key word or image.

Finding ways to put off revision:

• Make a revision timetable which leaves empty spaces to cater for emergencies

• Do some revision before each ‘urgent task’

• Use watching television or other distractions as a reward, and put

them into your timetable.• If you miss company, try revising with

other students, or involve others in your revision.

Facing revision panic:

• Work with positive minded people• Work steadily, and to small goals• Seek counsellor advice to get you

through the rough patches

Facing revision boredom:

• Work for lots of shorter spells• Add interactive learning techniques

and variety into your revision to keep you interested

• Invent an essay or a test for yourself

What creative/interactive strategies could you use?

Revision techniques

• Attend any revision sessions running at uni!

• Condense your notes by half as you go along, before aiming to get the key points onto index cards

• Index cards, mind maps and notes• Use to record key points• Incorporate pictures, colour

and highlighting• Simplify information – skeleton

notes

• Learning posters and visual material• Use pattern, colour, symbols

and drawing• Cover key points and topics• Develop diagram• Pin them up where you’ll see

them often

• Key words, phrases or concepts• Use 2/3 sentences to define• Mnemonics • Stick key facts and notes

around the house

• Summary tables or grids• Compare or evaluate

competing theories or key people

• Teach someone• Teach a topic to a fellow

student or a friend• Thinking it through is effective

revision• Fill in gaps as you identify them• Test each other

• Record yourself reading out notes

• Reinforce your memory• Review key points at end of

session and regularly after that • Naps improve your memory

• Work through past papers

• Look after yourself

Improving Your Memory

On average, we only remember:

20% of what we read30% of what we hear40% of what we see50% of what we say60% of what we do

BUT

90% of what we read, hear, see, say & do (Flanagan 97:91)

Therefore, to remember more, we need to combine as many different ways of receiving and absorbing information as possible; so you should try to be active with all your senses and not just read and re-read. Varying your revision strategies should aid your memory but, if you’re having problems remembering something, try some of the following ideas:

• Find a clear link with something else you know or have some understanding of

• Find out what you don’t need……why waste time?

• Try not to take in more than 2 or 3 pieces of information at any one time

• Build up your memory little by little

• When recalling detailed diagrams/graphs/illustrations, test yourself on small sections

• Use colourful drawings/symbols to link dates and people

• Revise with others. Quiz each other on areas you’re likely to forget

Key Procedure Words used in Essay Titles

Account for: Give a good explanation of something and evaluate (possible) causes/reasons

Analyse: Examine a topic/issue by dividing it into components and identifying key points to form judgements about

Argue: Make a case, based on appropriate evidence for and/or against something, making sure that your case is logically structured.

Assess: Judge the significance, value or importance of something. Pay due attention to positive, negative and disputable aspects, and refer to the special knowledge and judgements of experts as well as your own. Draw a reasoned conclusion based upon the evidence you have presented.

Compare: Identify the characteristics or qualities two or more things have in common. You should probably emphasise points of difference as well.

Contrast: Explore the differences between two things. You should probably emphasise points of similarity as well.

Criticise: Give your judgements about the good and/or bad qualities of theories/opinions. Support your decisions with reasons & evidence indicating the criteria on which you base your judgement. Cite specific instances of how the criteria apply in this case.

Define: Explain the exact meaning of a word or phrase, giving sufficient detail to enable it to be distinguished from other similar words/phrases/ideas.

Describe: Give a full account or detailed representation of something. Spell out the main aspects of a topic or idea, or the sequence in which a series of events happened.

Discuss: Consider something by writing about its most important aspects from different points of view. Give arguments for and against, provide supporting evidence, and consider the implications of what you say. Draw a reasoned conclusion based upon the evidence you have presented.

Enumerate: List and mention items separately in number order.

Evaluate: See 'Assess'.

Explain: Give reasons for or account for something. Similar to 'Describe'.

Identify: Pick out what you regard as the key features of something. You should make clear the criteria you use in doing so.

Illustrate: Similar to 'explain' (above) with the addition of examples, statistics or diagrams to provide 'illustrative' examples.

Interpret: Give the meaning to and explain the relevance of data or other material presented.

Justify: Express valid reasons for accepting a particular interpretation, decision or conclusion, probably including the need to 'argue' a case through consideration of the objections others might make.

List: Similar to 'enumerate' (above).

Outline: Indicate the main features, facts, or general idea of a topic and place in a clear

structure or framework to show how they interrelate.

Prove: Demonstrate something is accurate, true or valid by using facts, evidence, documents and/or ot her information to build your case in a logical sequence of statements leading from evidence to conclusion.

Relate: Establish how things are connected or associated in a cause and effect sense.

Review: Survey a topic and assess it critically.

Show: Explain something giving evidence or examples to establish a strong case.

State: Express the main points of an idea or topic clearly and concisely.

Summarise: Give a brief, concise account of the main points of an argument, leaving out superfluous details and side-issues.

Trace: Follow either the causes and effects of something or the stages in development of something over a period of time.

WARNING: These definitions are not definitive and if you are confused or puzzled you should check their meaning with your tutor(s).

Source: Based upon Rowntree, D. (1998) Learn how to study; a realistic approach. 4th ed., London, Warner Books.

Ten tips for the examination

1. Sit as close to the front as possible; this will minimise potential distractions

2. Avoid sitting by those who you know have irritating habits e.g. pen clicking

3. If you anticipate needing more paper put your hand up before you run out; the invigilator might be otherwise occupied

4. If you’ve allocated a time allowance for each answer, STOP writing at the end of that time…you can always return to the answer

5. Generally, the first two-thirds of an answer are better than the last third. Therefore, it’s better to have commenced ALL the answers

6. Don’t cross through your plans; your tutors want you to pass & will try to find extra marks for you

7. If you panic, stop writing & sit quietly for five minutes and take some deep breaths in through your nose and out through your mouth

8. Begin with the question that you find the easiest. This will stimulate your thought processes and motivate you

9. Don’t write personal notes to the examiner on your script…they won’t help you

10. When you’ve left the room, don’t discuss your answers with anyone: it’s too late to change them now.

• What shouldn’t you do the night before the exam?

You should NOT attempt any revision after about 5pm on the evening before your exam. This is rather contentious as some people claim that they learn very well by ‘cramming’ the night before. However, one theory maintains that the nearer to the exam one revises, the more likely it is to block one’s powers of recall of a breadth of knowledge with the last thing looked at. Therefore, scary though it seems, it’s actually better to enter the exam room with what appears to be a blank mind.

• How can you spend the hour before the exam?

This is a time when you might be feeling anxious. If this is the case, avoid other stressful colleagues as anxiety can be infectious. Try to eat something to boost your energy levels. This is a good excuse to indulge in a cream cake or some chocolate but if you can’t face either of these, eat a banana. You can also check that you know the exact location of the examination room and use the loo.

• What can you do once you are in the exam room?

The Examination

Towards the end of your revision period, it is worth spending a little time considering the best approach to the exams themselves. Whereas the previous revision strategies comprised suggestions for you to pick and choose from, the following section comprises questions about the examination period with advice for you to follow. A few days before your exam you should:

• Confirm where the exam is and how you’re going to get there, allowing for public transport delays!

• Make sure that you have your ID card with your student number on it

• Get together the resources youneed: highlighters etc

• What should you do the night before

the exam?

This should be a time for relaxation so do whatever relaxes YOU. Perhaps this involves swimming or reading a novel. You should also ensure that you eat properly; avoid anything that might potentially upset your stomach and don’t drink alcohol. There is also final housekeeping to be done: sort out pens, calculators, mints, bottled water and anything else you might need. You will also need your student identification number to show the invigilator.

If you have a choice of seat choose one away from anyone you know with irritating habits such as the person who continuously flicks the end of their pen up and down. Carefully read the instructions on the front of the paper and complete any relevant boxes with your id number etc. Check whether there are any compulsory questions

• How should you approach the questions?

Read through the WHOLE paper and underline key words. Remember, the most common reason for losing marks in an exam is through not answering the question that was set. Begin with the question that you find the easiest but ensure that you label your answers clearly, especially if not answering them in chronological order. Allocate sufficient time for each question, including planning time, and stop when your time is up. Allow enough time to read through your answers

• Is there a preferable way to plan your answers?

Ideally, you will have practiced interpreting and planning answers in your revision period and identified the way that suits YOU the best. One useful strategy is to write the plan for

the first answer, then write the plan for the second answer. In this way, you might think of points that could have gone in the first answer before you actually write it. Similarly, once the first answer is complete, you can write the plan for the third answer before you complete the second.

• What can you do if you panic?

The best advice is to stop writing and sit quietly for five minutes. Breathe in through your nose and out through your mouth. Don’t look at other people and when you feel ready, focus back onto the key words.

• What should you do at the end of the exam?

Read through your paper carefully. When you have left the room, don’t discuss your answers with colleagues. This can only lead to further anxiety and once the exam has finished, there is little you can do about it. Go home and relax.

Stress Control

A little bit of stress can improve your energy and concentration levels. Too much stress causes strain and can be bad for you. There are some obvious signs of stress that can manifest during the revision/exam period:

IRRITABILITY INSOMNIA INDIGESTION

UNUSUAL EMOTIONAL REACTIONS

HEADACHES DEPRESSION SKIN DISORDERS

LACK OF CONCENTRATION

BAD DREAMS AVOIDING OTHERS APPETITE LOSS

Controlling Exam Stress

• Uncertainty causes stress; make a revision plan

• Start revising as early as possible: give yourself time

• Avoid the unknown: look at past papers

• Repetition is stressful: vary revision methods and topics

• Take regular breaks: switching off is important

• Do things you enjoy in your breaks

• Guilt is stressful: if you miss a session, plan to catch up later

• Isolation is stressful: see your friends BUT……

• Avoid stressful people: don’t compare your progress with others

• Keep to regular eating, sleeping and work patterns

• Organise your revision

• Fill in gaps in your knowledge

• Be as well prepared as possible to minimise your nerves

• Read the question and then answer it

• Study key words

• Practise devising plans for past paper questions

• Allow time for planning in the exam

• Make all your plans before you start writing