The article is the 2nd and final installment of the two-part series. Please start with reading part 1 before reading this article.
Practice exams are an essential part of any test-taker’s learning program, however the most beneficial factor is actually not the action of taking the practice exam. Simply taking an exam doesn’t help us to get better at all. When doing an exam, we will be focusing on performing (making use of all we’ve mastered up to that stage); consequently, we’re not actually learning at all.
The most beneficial factor is really the information you could draw out when you’re finished the exam; that’s the way you learn to improve and understand what to go through prior to taking another practice exam. There are 2 primary elements to this information:
1. Data and metrics based upon timing, complexity level, % right, question grouping, etc.
2. A comprehensive, analytical evaluation of the particular questions you encountered on the exam.
Last week, we reviewed #1; this assessment is essential to perform initially to ensure that we learn how to assess the particular questions, based upon which of the 5 sections (talked about last week) a particular question corresponds to.
Category 1: I got it correct more or less within the anticipated length of time (otherwise referred to as strengths)
Even though these are strengths don’t skip over them. You can still find many things to discover here. First, did you get the problem correct for the right reasons? Or perhaps you got slightly (or maybe a lot!) lucky? In case you got lucky, then chances are you could have gotten this problem incorrect, therefore you should shift this question to category 2.
Alright, you got it correct and you understood everything you were doing. You can now move ahead, right? On the contrary! Did you solve the problem in the most effective way possible? Best = efficiency + effectiveness. In essence, did you do the problem as effectively as you can without affecting accuracy? Even though you got a question correct, the response to this question is not necessarily, “Yes!” Look at other techniques to do the problem and determine the best way to suit your needs.
Furthermore, how exactly are you going to identify a different upcoming problem that tests the identical thing, so you can instantly reproduce your “best way” strategy? You have to figure that out also; your ultimate objective to identify future problems (instead of needing to figure the whole thing out afresh).
Lastly, in the event you needed to make a guess for this question, exactly how could you have done so? I understand you didn’t have to — you understood everything you were undertaking. However perhaps you’ll have a tougher question of this similar kind in the future, therefore discover ways to make an informed guess today, on a question that you in fact did fully grasp.
Category 2: I got it incorrect almost within the projected duration
(Potential weak spots in content material area, methodology, etc. However verify the complexity levels; perhaps this question simply was extremely difficult on this exam!)
First, you have to determine which area here are real weak points and which spots were simply a result of other things taking place on the exam (e.g., the question was top ranked). How come you got this question incorrect? If this one was 700+, you got a different lower-ranked question of the similar kind correct, and you were okay with them on your previous exam, in that case your basics might be sound, and it might be time to raise yourself into the most difficult parts for this specific question variety or content material area. Another good idea is to check out the most effective way to make an informed guess on a question of this kind and complexity level.
On the other hand, perhaps you believe that you know the content however you’re making a number of sloppy errors. Start an error log, writing down identifying data regarding the question (source, number, etc.) and talking about (a) exactly what error(s) you made, (b) the reason why you made it, and (c) what habits you must make or disrupt in order to stop repeating that type of error. On oral questions, include the reason why you believed the incorrect answer was correct (making a note that this rationale is not a great reason to employ to choose a response) and the reason why you believed the correct answer was incorrect (and make an additional note that this rationale is not an ideal reason to use to exclude a response). Make use of the mistake record anytime you discover you’ve made a sloppy error!
Lastly, one thing in this section might reveal a basic weak point. Is the material typical – an item you previously learned or something you have to know? Or maybe the material is uncommon. Prioritize your time to understand this material based on your answer and, as required, go back to the appropriate parts of your textbooks. Furthermore, investigate steps to make an informed guess – maybe the material is very uncommon and the problem so difficult that the best move would be to discover how to make an informed guess and go forward.
Category 3: I got it incorrect much too fast (greater than 30 seconds quicker than it ought to be)
Are these actually weak points or was the student simply proceeding too quickly (and, obviously, generating more sloppy errors)? Why exactly was the student proceeding too quickly on these questions?
Once again, for every question, you have to determine the reason why you were moving too quickly. The only suitable reason to get a problem incorrect too fast: you made a decision this problem was excessively difficult for you, therefore you made an informed guess and moved forward. In the event you sped up for the reason that you believed it was simple, then made a sloppy error, your initial instinct in future ought to be to slow down. (Also, include that problem in your mistake log!) Don’t give up the right response in order to save 30 seconds.
On the other hand, if you sped up simply because you believed or realized you were behind on time, then you definitely have to resolve your timing issues in other places in the section. Should this be the situation, attempt to figure out if this problem is a thing you ought to be capable of doing in the anticipated time span or if you still require some review and practice on this section. Look at other questions of a similar kind for this exam or earlier exams to make this evaluation.
Category 4: I got it correct way too slowly (greater than 30 seconds less than it ought to be)
These are definitely still weak points despite the fact that you got it correct! These types of questions are costing you points in other places on the exam – perhaps more points than you’re getting for this question. Determine exactly why the timing is increased and how you can perform them more effectively. In case the timing is only a bit too high, that could be fine — maybe the question is especially difficult and lengthy. If you’re routinely taking too much time, then maybe you don’t understand the best method to answer the question, in which situation (a) determine the optimum solution, or (b) the most effective way to understand that this problem needs a particular set of actions, or (c) both. On the other hand, maybe you’re may not be able to carry out the required actions to complete the problem on schedule (in which situation, rehearse the steps but in addition think about simply making an informed guess, especially if the problem style or content material is rather uncommon).
Just like category 1, don’t neglect to ensure that you truly did understand what you are performing on the types you got correct; otherwise, shift questions out of this category to category 5.
Category 5: I got it incorrect much too slowly (over 30 seconds slower than it ought to be)
These are the greatest weak points, needless to say. Get them incorrect quicker. Honestly – you’re getting them incorrect anyhow, therefore begin by simply taking less time to do them incorrectly! That will enhance your efficiency on the other questions you’re currently hurrying and doing sloppy errors!
What is holding you up? Solve that and it will show you how to proceed. You should review the content from your textbooks, or perform additional practice with questions of this kind, or look for better methods to answer, or learn better how you can identify problems of this sort, or a little faster to make an informed guess, no matter what it is, do what you have to do to improve. (Additionally, examine the frequency with which the specific material in question is on the exam; set higher priorities on what is tested more often.) Remember to record in your error log once more, obviously.
Ensure that you invest some time determining ways to make informed guesses for these categories also. You might initially have to revisit comparable but simpler problems to discover ways to make informed guesses on problems of a particular kind, after which you’ll need to employ those skills to the more difficult problems which are causing trouble. Oftentimes, the optimum solution to a question within this category is, “I’m about to make an informed guess within the