Marathon study sessions don’t help you retain important information to then recall during tests. Go into each study session with a goal of what to focus on, whether it be more chapters in your text or thematic concepts.

To help you find the time to study and balance everything else, meet with our academic coach who can help you set up a realistic schedule.

Book a 30-minute meeting on OSCARplus / Student Success Centre / Appointments / Academic Skills. 

2. Test yourself

Review old exams and create your own questions, focusing on application, problem-solving and conceptual topics.

Bonus tip: You can save time and test yourself on what you don’t already know by switching up courses during your study sessions.

3. Simulate test conditions

Find out how many and what types of questions will be on the test, as well as its duration, and then recreate these conditions. This will help you manage your time, reduce anxiety, and improve your performance. For helpful strategies on taking different types of tests, check out the Test Taking Strategies guide.

4. Use visual aids

Organize key course concepts into visuals, such as mind maps or flow charts, to identify patterns, themes, and connections. Visuals can also help keep you engaged while studying and improve recall during tests. For more tips on creating mind maps, visit the Mind Mapping guide.

5. Reward yourself

Staying motivated to study can be challenging, but treating yourself throughout midterm season can help you stay focused. Rewards don’t have to be big or expensive—sometimes it’s simply spending time with a friend or enjoying a treat. For more tips on staying motivated, visit Staying Motivated: Academic Skills.

Our team is here to support you in reaching your academic goals. Visit the Writing and Academic Skills Hub (Mills Library 215) for a quiet study space or connect with our team, open Monday to Friday, 9:00 a.m. to 4:00 p.m.

“38.5 % of students self-reported having experienced test anxiety, which negatively impacted their performance at some point in their academic career.”

Before the test

Have you gotten enough sleep? Did you have a well-balanced meal beforehand? Feeling physically fueled and energized can reduce feelings of anxiety (McMaster University, 2021). Sleeping 7-8 hours a day provides the best results for concentration and less anxiety. You can also focus on other activities to distract you from thinking about the test, such as:

• Go for a walk  
• Talk to a friend  
• Work on other tasks or hobbies  
• Write your thoughts down in a journal   

If you’re struggling to study during this midterm and exam season, review the Studying and Taking Exams tip sheet to provide you with the best strategies for studying. If available, take advantage of office hours offered by professors and teaching assistants who can help answer any test-related questions. You can book an appointment with an Academic Coach from the Writing and Academic skills hub through OSCARplus to support you with studying and test-taking strategies, time management and more. 

If you need additional support, there are resources on campus to help. Student Accessibility Services provides Academic Accommodations for students with disabilities, including mental health support.  

During the test

If you find yourself feeling anxious during a test, it can help to have a toolkit of coping strategies (Queen’s University, 2023b). You can use grounding exercises to reduce anxiety during a test. Here are some strategies that might help:  

• Progressive muscle relaxation: Take several slow, deep breaths and consciously relax one muscle at a time. Watch Headspace meditation video on breathing exercises to guide you. 
• Visualization: Close your eyes or lower your gaze. Form a mental image of a peaceful, calming place or situation, such as how you will relax after the test. Try to include as many senses as possible, such as smell, sight, sound, and touch.  
• Self-compassion and introspection: Rather than to question, feel sad or guilty about how you feel, recognize and be open to whatever you are feeling and why you feel a certain way (University of Calgary, 2023). Be kind to yourself and approach your feelings with a nonjudgmental attitude. You can journal or meditate.   

After the test

Reflect on the test with a positive mindset: 

• Think about what you did well rather than what went wrong. e.g., (I got this right/this question was easier).  
• Think about where you struggled and why (without criticizing your mistakes).   
• Think about what you need to do next.  

Set boundaries if you find it unhelpful to talk to peers about the test after it is over. If you do want to talk about the test, be conscious of other’s needs in this area as well. Now that the test is over, you can focus on other activities. It is good to celebrate your hard work!   

If you are still feeling anxious about a test after it is over, it may be helpful to join counselling groups at the Student Wellness Centre or speak to a counsellor one-on-one.

Improve your writing and study skills! Book an appointment with a writing advisor and/or academic coach on OSCARplus. Questions? Email (skills@mcmaster.ca). 

Resources

Gerwing, T. G., Rash, J. A., Allen Gerwing, A. M., Bramble, B., & Landine, J. (2015). Perceptions and incidence of test anxiety. Canadian Journal for the Scholarship of Teaching and Learning, 6(3), 1-17. Retrieved from http://libaccess.mcmaster.ca/login?url=https://www.proquest.com/scholarly-journals/perceptions-incidence-test-anxiety/docview/1773222152/se-2 

Queen’s University. (n.d.). Managing test anxiety. SASS. https://sass.queensu.ca/resources/online/test-anxiety 

University of Calgary. (2023a, February 16). Learning module: Test anxiety – lesson 1. Taylor Institute for Teaching and Learning. https://taylor-institute.ucalgary.ca/resources/module/test-anxiety/understanding 

University of Calgary. (2023b, February 16). Learning module: Test anxiety – lesson 2. Taylor Institute for Teaching and Learning.  

Self-Responsibility

Professors and staff

Classes

Studying and tests

Grades

• Select the Online Writing Lab
• From the menu on the left, select “Research and Citation”
• This opens a drop-down menu with commonly used citation styles (APA 6^th and 7^th Editions, MLA, Chicago, IEEE, AMA, and ASA)

The three most common citation styles are MLA, APA, and Chicago. Select the style you’re using from the drop-down menu, then click the “Formatting and Style Guide” tab. All three include:

• “General Format” tab, showing how to format a title page/header, and sections/headings where applicable. Note: APA has a separate headings tab. 
• Tabs for Books, Periodicals, and Electronic/Web Sources, which include:
  • Books—author-specific issues, ex. a text has no known author or multiple authors, citing multiple texts by the same author, etc.
  • Periodicals— citing newspapers, magazines, scholarly journals 
  • Electronic/Web Sources—citing websites, e-books, emails, social media, etc. 
• Sample Papers with notes on formatting, especially helpful for visual learners

MLA and APA use in-text citations and have separate tabs for these from the Works Cited tabs (MLA) and Reference List tabs (APA). Chicago uses endnotes or footnotes and includes these rules with the bibliographic entry rules in each source tab listed above. 

Where to find how to cite…

Speeches, lectures, presentations

• MLA—Other Common Sources
• APA—Other Non-Print Sources
• Chicago—Miscellaneous Sources

Television, movies, music

• MLA—Other Common Sources
• APA—Audiovisual Media
• Chicago—Audiovisual Recordings and Other Multimedia

Artwork

• MLA—Other Common Sources
• APA—Audiovisual Media
• Chicago—Miscellaneous Sources

Improve your writing and study skills! Book an appointment with a writing advisor and/or academic coach on OSCARplus. Questions? Email skills@mcmaster.ca. 

References

Purdue Online Writing Lab. Purdue University, https://owl.purdue.edu/owl/purdue_owl.html. 

Before you start:

• Review the syllabus for themes and review course materials for key concepts.
• Clarify which materials you can access: is it only course materials or can you use the internet?
• Ask the instructor for the exam structure, time limits and whether you can take breaks during the exam.
• Start looking for connections between themes and concepts.

Studying:

Organize your notes.

• Focus on application, synthesis, and evaluation of information rather than just memorization.
• Use graphic organizers like tables, flow charts, Venn diagrams, mind maps or sticky notes to find connections and relationships between ideas and to recall facts.
• Create an organization system to retrieve information: charts, tables, colour-code, sticky notes, page numbers, etc.

Test yourself and teach others.

• Test yourself using the exam format (multiple choice, short answer, essay). Use old tests, create your own questions, or use textbook questions.
• Teach course material to others. Use examples and personal connections and get them to ask you questions.
• Use these techniques to identify your learning gaps and focus on those gaps during study sessions.

Writing the test:

• Know how to tech troubleshoot if an issue occurs during the test.
• Log in early.
• Have a comfortable place to complete the exam with materials easily accessible. Share your schedule with those in the house to ensure you are undisturbed.
• Determine how much time to spend on each question. Consider how much each question is worth what type of question it is.
• Regardless of question type, read the question very carefully and highlight key words such as analyze, examine, explain, develop, etc.
• Use the cover-up method for multiple choice questions: cover the answers and focus on the question, draft an answer and then reveal the possible answers to see which one matches most correctly.
• Use scratch paper to jot down thoughts or create outlines.
• Save time to review.

Finish the semester right – don’t cheat!

• Don’t call your friends to discuss answers
• Don’t search the internet for responses
• Don’t pay someone else to write your test

Good luck!

Where to find group members?

• Reach out to students who are writing insightful and thoughtful discussion posts or participating in lectures
• Sit in the same area in lecture halls – you will likely find that others do the same
• Post a message on A2L or other class platform

How to set up for success?

• Maximum number of group members should be 5, to allow for rich discussions and accommodate schedules
• Meet often and in the same place
• Length of session shouldn’t be too long (to avoid fatigue); take breaks
• Discuss common goals for what you want to achieve from the sessions
• Agree on rules, i.e. come prepared, no devices, stay on topic, be responsible for guiding portion of content

What does a successful session look like?

• Begin by discussing session goals
• Review lecture materials from last session
• Share perspectives and clarify key concepts
• Take turns teaching concepts and being asked questions on what was reviewed
• Quiz each other using old tests or textbook questions, or make up new questions
• Create graphic organizers to see connections between concepts
• Have a quick review of session and assign new roles or assign content to cover for next session
• Agree when to meet again

Looking for extra support? Check out these resources:

Academic Skills webpage: https://studentsuccess.mcmaster.ca/writing-and-academic-skills/
LibGuides (skills tip sheets): https://libguides.mcmaster.ca/sb.php?subject_id=133401
Email us: skills@mcmaster.ca
 
We also offer 1-1 support from Academic Coaches and The Writing Centre. Book appointments on OSCARplus – SSC – Appointments – Academic Skills

• They’re easier. Not necessarily. Don’t rely on the fact that the answer is already on the page.  
• Memorizing is enough. Avoid only drilling yourself; ensure you learn underlying principles.  
• Your instinct is always right. Changing your answer is okay. Trust your thought process.  

Tips for multiple-choice exams:  

• Read carefully!  
• Read every single word in each question, even if this feels unnatural.  
• Circle words that change the meaning of the question (all, some, only, unless, etc.)  
• Slow down and ensure you answer the question that is being asked.  
• Answer the easy questions first.  
• Start with questions you know to boost your confidence for harder ones.  
• This can spark memories that help you answer harder questions.  
• Eliminate wrong answers using logic.  
• Use process of elimination, which includes eliminating answers that are essentially the same as each other.  
• As long as there is no penalty for incorrect answers, it’s better to guess than leave a question blank.  
• Use the cover up method.  
• Keep in mind that some options will be phrased specifically to distract you.  
• Cover the choices and mentally respond as if to a short-answer question.  
• Then, weigh the options against what you thought the answer was.  

Remember: multiple-choice exams are not inherently easier for every student. They provide specific challenges that should be met with study practices that encourage processing, not just memorization.  

Improve your writing and study skills! Book an appointment with a writing advisor and/or academic coach on OSCARplus.  Questions? Email skills@mcmaster.ca.  

References:  

Palmer, D. (1999). Succeeding in tests and exams. Unpublished manuscript, Centre for Student Development, McMaster University, Hamilton, Ontario.   

Palmer, D. (1999). Multiple choice tests. Unpublished manuscript, Centre for Student Development, McMaster University, Hamilton, Ontario.  

Rutgers University (n.d.). Multiple-choice exams: Myths, misconceptions, and how to conquer them. Retrieved from http://www.rci.rutgers.edu/~lrngctrs/pdf/multiplechoiceexams.pdf  

How to Create a Mind Map  

• Just start writing. Draw quickly without judging, pausing, or editing. Think creatively.  
• Look for relationships. Use lines, colour, arrows etc. to show connections between ideas. Reinforce connections by writing relationships on the page.  
• Turn your paper sideways so you have more space.  
• Use a pencil so you can make changes.  
• Use McMaster’s Inspiration program to create digital mind maps. Inspiration is installed on library computers. It creates mind maps and can also convert them to linear outlines or slideshow presentations. (Tutorial: http://www.inspiration.com/Inspiration)  

Using a Mind Map to Study  

• What do you already know? Write out facts and relationships.  
• Check facts. Review your notes one concept at a time. Correct any mistakes in your first draft.  
• Test your understanding. Connect new information with prior knowledge. Understand how concepts connect. Try putting the mind map out of sight and drawing it from memory.  

Using a Mind Map to Write an Essay  

• Pick a topic and familiarize yourself with it. Start researching, then once you have a clear understanding of key ideas, create a mind map to establish connections. You might discover new areas to research, so be prepared to revisit the source material.  
• Sift through information. Key themes will emerge and you will identify strong and interesting arguments. Once you pick arguments, do more research; each claim must be fully supported.  

Improve your writing and study skills! Book an appointme

Level 1: Summary / Definition / Fact Questions 

• What is the definition of…? 
• Who did…? 
• When did… occur? 
• How much/many? 
• What is an example of…? 

Level 2: Analysis / Interpretation Questions 

• How did… occur? 
• Why does… occur? 
• How does… function? 
• What are types or examples of…? 
• What are the results when… occurs? 

Level 3: Hypothesis / Prediction Questions 

• If… occurs, then what would happen? 
• If… changed, then what would change? 
• What does Theory X predict will happen? 
• What hypothesis or theory explains this data or given information? 

Level 4: Critical Analysis / Evaluation / Opinion Questions 

• Is… correct or incorrect and why? 
• Is… effective or ineffective and why? 
• Is… applicable or not applicable and why? 
• Is… proven or not proven and why? 
• Is… ethical or unethical and why? 
• What are the advantages and disadvantages of… and why? 
• What is the best solution to the problem, conflict, or issue and why? 
• What is my opinion? What is the support for my opinion? 

Improve your writing and study skills! Book an appointment with a writing advisor and/or academic coach on OSCARplus.  Questions? Email skills@mcmaster.ca. 

References 

Thorpe, J. (1999). Method of inquiry: Strategies for thinking and learning. Ryerson Polytechnic University. Available at the Ryerson University Learning and Teaching Office. 

Studying = Thinking!

Studying ≠ Memorizing: You need to remember some information to get started, but then make sure you can apply, analyze, synthesize and evaluate with the target material.

1. Make Connections:  Connect with unfamiliar concepts using information you already know. In your notes, recall related content from other courses, other units in the same course, and your personal experiences.
2. Make Content Memorable: Analyze by creating visual organizers (ie: tables, mind maps, and organizers)
3. Teach yourself and Others: Use your own words to describe, elaborate, clarify, extend, and explain. Also, create examples, write questions, and answer textbook questions. 
4. Test yourself: Make flash cards and use old exams to check your knowledge.

Make your own Study Questions 

Create practice questions that force you to think critically.  Even the act of writing the question will help you process information.  Here are some examples: 

REMEMBERING: List, find, name, identify, locate, describe, define 
EXAMPLE:  When was the Canadian Charter of Rights was enacted? 

UNDERSTANDING: Interpret, summarize, explain, infer, paraphrase, discuss 
EXAMPLE: Why did most provincial premiers oppose the new constitution? 

APPLYING: Using and applying knowledge, solving problems, designing, manipulating 
EXAMPLE: Should protesters be allowed to target specific religious groups? 

ANALYZING: Identifying and analyzing patterns, recognizing trends, comparing and contrasting 
EXAMPLE: Compare and contrast the Canadian Charter with the US Bill of Rights. 

EVALUATING: Critically examining, making judgements, critiquing, defending 
EXAMPLE: Should Canada keep the British crown as its head of state? 

CREATING: Use information to create something new, construct, plan, produce, devise  
EXAMPLE: Envision a scenario when the federal government would invoke the notwithstanding clause.

Improve your writing and study skills! Book an appointment with a writing advisor and/or academic coach on OSCARplus.  Questions? Email skills@mcmaster.ca.