MAAP 2 STEM

Good morning. I hope you are well.

Today, we wrap up this series with a third strategy to use outside of the mathematics classroom. I believe it is fair to say that assessments are a part of the educational process. For many students, just the thought of a test can elevate anxiety. While I do not think test anxiety can be completely eliminated, we can take steps to try and reduce it enough so that students can meet their objectives.

Preparing for an exam looks different today than when I was a student. For example, in college, my calculus professor would usually walk in class and announce:  You have a test next week, and it will cover material from this chapter. That was all the information we received. We were responsible for studying everything that he covered. There was no study guide with sample problems. There was no review day. In fact, my instructor might cover new material the class before the test. 

So, the question for the day is, how should you study for an assessment?

Prepare early.

How early should a student begin preparing? Well, the night before is certainly NOT the answer. I would suggest starting a week early and use the entire week.

At the beginning of each semester during most of my time teaching at the college level, I gave students a tentative course schedule, which included test dates. By knowing these dates in advance, I hoped I was providing students sufficient time to plan accordingly. Part of that plan may be communicating with friends/family that you will be busy studying during certain timeframes. As a result, your availability to hang out may be impacted, and you might have to rearrange some things on your schedule. 

I provided study guides, which often included sample problems, at least a week before the test. As a student, work the sample problems. Why? Some of those problems might actually appear on the test.

I also provided review days, which is usually when I was able to identify who had not looked at the sample problems from the study guide. How did I find out? Someone would ask me if I could work every sample problem. I could be wrong but watching the instructor work problems the class before an exam is not going to significantly help the individuals who will eventually take that exam. As a math student, you have to get your hands dirty.

Finally, I will mention some other things to consider:

• Focus on concepts instead of memorizing questions. I always told my students that if you understand the concept, then the type of problem you see on the exam should not matter.
• Work a variety of problems (easy, midlevel, hard). Challenge yourself. Do more than just the minimum.
• Be strategic. If you are still struggling to grasp a particular concept the day before the exam, then you may need to let it go. Who knows? That concept may not make the exam. And if it does, put an asterisk beside it and come back to it after you have answered everything else. 
• Form or join a study group. If you can explain a concept to someone, it helps to reinforce your understanding and may shed light on something else.

Ultimately, you may have to go through several versions before finding a study plan that works for you. That is part of the process. Embrace it. Learn from the mistakes. Keep striving. You will eventually get where you want to be.

Thank you for reading and sharing. Take care.