Some teachers like to reuse test sheets for other classes, especially if you are answering on a scantron. In this case, use pencil. You don’t have to circle the words; you can underline them instead.
Another reason you want to answer the easy questions first is to get them out of the way. This way, if you run out of time, at least you’ll have a bunch of questions answered.
This won’t always be the case, especially if it is a multiple choice question or a scantron.
Imagine the teacher is reviewing the test results in class, later on. Try to picture what your teacher would give as the answer. Imagine that you are writing the test. What sort of answers would you put as the correct and incorrect ones? This is helpful for multiple choice questions.
Some teachers allow you to bring a scrap sheet of paper to the exam. If your teacher lets you do this, take advantage of it.
Write the key word on the front of the flashcard, and a brief description on the back. Alternatively, write the key terms on the left side of a sheet of paper, and the definitions on the right side. Fold the paper so you can only see the definitions, then try to recall the terms.
List any of the terms on your flashcards that often stumped you – get those down, so you don’t get stuck on them when they appear on the test. If you memorized any lists or collections of terms by using mnemonics, quickly write them down. If you aren’t allowed to use the Periodic Table during a chemistry exam, memorize it and sketch it out before you take the test. Then you’ll have it to refer to during the test. Always be sure your teacher is okay with this method, and that it is obvious you didn’t bring the paper in with you to class – otherwise, it might look like you’re cheating.
Your teacher may not always notice you raising your hand during a test. In this case, you can try going up to them and asking them.
For example: if you have 1 hour to answer 3 essays, spend 15 to 20 minutes on each essay.
If you spend too much time on one question, you may run out of time to answer the rest. Sometimes if you skip a question and continue to work through the test, you will jog your memory and remember the answer to the earlier question.
Try to include key words from the question in your thesis statement.
Use scrap paper, or the back of the paper, if you need more space.
Include your most important points first – don’t save them for the conclusion of your essay. Realize that providing too long of an answer can actually cause you to write too much. It can end up in taking away the focus on the correct answer, causing you to get it wrong, or losing some marks.
If you focus first on figuring out what the answer is, before looking at the options given, it will force you to where you first heard this information. This process helps to improve your concentration, and will exercise your memory.
If you are really stuck on a question, make your best guess and put a question mark next to it (online tests may allow you to flag questions). If you finish the test with time to spare, go back and reconsider the ones you marked. If you do not want to guess, skip the question and put a mark beside it, so you can return to it if you have time at the end of the test.
The SAT will penalize you for guessing. This was changed in 2016. Prior, 1/4 points were deducted point for every incorrect answer – you were not penalized for answers left blank. The ACT does not penalize for guessing. It’s better to answer every single question, if you can, and hope that some of your guesses are correct. The GRE does not penalize for wrong answers. Skip answers when you are stuck, but try to get back to them if you can – it’s best to answer every question you can, within the allotted time frame.
Empirical evidence from data collected from takers of the GRE test shows that test-takers who changed some of their answers tended to score higher than those who always stuck with their first choice. Test takers in the GRE study most often changed answers from wrong to right, which resulted in a higher score.
If the answer is only partly true, or applies to only one part of the question, it is probably not the one to choose. If the answer is only true under certain conditions, it is probably not the right one. If a question asks about a specific behavior of an elephant, but the answer would only be correct for an elephant in captivity, it doesn’t exactly answer the question. If an answer is incomplete, or is not correct under every circumstance, eliminate that option. This will leave you with fewer options to choose from, which will increase the odds that you will select the correct answer. If you find an answer that looks “almost” complete, see if there is another option that is very similar to that answer, but is complete. This may be the correct choice.
If there is a simple answer that solves the question, that is probably the correct choice. For example, if the question is “What does 0 times 0 equal?,” don’t over-analyze it. It’s not a trick question – the answer is 0. If a history tests asks, “What was the name of Martin Luther King, Jr. ’s father?,” it’s not a trick. The answer is Martin Luther King, Sr.
We sometimes have a strong feeling about something, without remembering specific details about it. For instance, we can remember if we liked or disliked somebody we recently met, even if we can’t remember their name.
If two answers on a math test are a) 7, and b) -7; one of these is likely to be correct. For example, a question on a history exam asks about the impact of the Voting Rights Act of 1965, and two of the answers are: a) It allowed more citizens to vote, and b) It increased voting restrictions. These express exactly opposing ideas, and in this case “A” is the correct answer.
Answers that do not contain absolutes are more likely to be correct. For example, correct answers often contain these words or phrases: generally, probably, most likely, seldom, tend to, and usually.
For example, if the question asks, “What IS the most endangered species in the world?,” you can eliminate “The Amur leopard and the Javan rhinoceros ARE the most endangered species,” because the question is phrased in the singular. (In this case, the answer would be, “The Ivory-billed woodpecker IS the most endangered species. )
Underline any answer that contains specific phrases from the lecture or textbook, and consider those answers more seriously than the others.
For example, if a question on your history test reads, “What year was John F. Kennedy assassinated?,” you can ignore “1863” and “2003,” because those are clearly outside the correct timeframe. Then choose between the remaining options (in this case, the answer would be 1963). If a math question reads, “What does 4 squared equal?,” you could easily eliminate “2” as being too small, and “200” as being too large. Then choose from the remaining answers (in this case, 16).
For example, imagine a driving test with this question: “If you want to turn right, you should be in:” The answers given are: a) The left lane, b) The lane that’s nearest the direction you want to turn, c) the right lane, d) the center lane. The test maker has been most careful in phrasing (correct) option b, to make sure that this answer can’t be disputed. Qualifying phrases might include over a period of time, in rare cases, orwithin a small segment of the population. At the same time, sometimes longer answers can be a trick to try to get you to pick the more elaborate sounding suggestion. Use your best judgment and realize that this strategy isn’t a sure thing.
Look for words like because, if, since, and when. For example, consider this statement: “Thomas Edison is considered a brilliant visionary because he invented the electric lightbulb. ” Thomas Edison invented many things, but he didn’t invent the lightbulb; he invented a longer lasting, incandescent version of the lightbulb.
Main idea questions usually contain words and phrases, such as emphasizes, focuses on, is primarily concerned with, or the essence.
Also look for words like although, but, except, unless, and yet, because these words highlight a key idea that the author believed needed to be qualified or clarified. A good strategy to help with questions like these is to note down 1-3 words summarizing the main idea of each paragraph in the margins as you read. Then, when you answer a question on the main idea, you can refer to these notes instead of doing a lot of re-reading.
The answer is too broad in scope, or too narrow, to fit the passage. For example, if the reading concerns college students in France, an answer describing all the people of France is too broad. An answer that only pertains to female college students in France would be too narrow.
