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Often students anticipate their first multiple choice exam to be simply a matter of Writing
recognising true statements. However, experience with these exams shows Exams
students that they are often asked to do more than just recognise textbook
material. Multiple choice questions, they learn, require fine distinctions between Blooms
correct and nearlycorrect statements. They learn that these distinctions are not Taxonomy
only of Recognition, but are distinctions that involve the thinking for Synthesis,
Essay
Analysis, and Application. These higherorder thinking questions sometimes
Questions
make the content of the questions unrecognisable. Besides not being fully
prepared for these types of thinking questions, students often read the questions
Haughton's
carelessly. Therefore, it is to the students' advantage to learn about the thinking
Learning
required to answer multiple choice questions and to learn how to read the
Channels
questions carefully.
Multiple
Choice
Preparing/study for multiple choice exams
Questions
1. Take a Learning Skills course to learn:
Multiple
how to recognise the various levels of learning that are tested in multiple choice Choice
questioning; Examples
how to use new strategies for learning, remembering, and thinking. Writing
History
2. Join or form a study group to practise making and answering multiple Essays
choice questions of various levels.
3. Study old exams. Examine each question to determine: Sociology
Example
the level or type of thinking required of you (recognition, synthesis, analysis,
application);
Learning
the degree of difference between incorrect and correct alternatives. Topics
4. When studying the material consider groups of facts or groups of ideas Books
that are similar in meaning. While learning each group, pay special
attention to the differences among the facts and ideas within each group. It Critical
may be effective to think of each fact or idea in terms of what each means Thinking
or includes and what each does not mean or does not include. For a
concept, consider what is necessary or sufficient to include. How do two Essay
similar concepts differ? Why is that difference important? Writing
Exams
Writing multiple choice exams
Memory
1. Do the multiple choice items first if your exam has types of questions
other than multiple choice. Just reading the stems and alternatives acts as a Motivation
warmup to the material. (The stem is the question and the alternatives are
the choices). Also, the ideas embedded in these multiple choice questions Note Taking
will fuel your thinking for doing the other parts of the exam.
2. Read the directions carefully. The directions usually indicate that some Reading
alternatives may be partly correct or correct statements in themselves, but
not when joined to the stem. The directions may say: "choose the most Study Skills
correct answer" or "mark the one best answer." Sometimes you may be
asked to "mark all correct answers." Time
3. Often you are required to answer up to 70 multiple choice questions in an Management
hour or less. (Some have 200 questions to answer in 3 hours). This means
you may have less than a minute, on average, to spend on each question.
Some questions, of course, will take you only a few seconds, while others
will require more time for thought. Plan to progress through the exam in
three ways:
Read every question carefully but quickly, answering only those of which you
are 100% certain. Put a "?" on those that need more thought.
Then, examine/study the questions not yet answered. Answer those you are
reasonably sure of without pondering too long on each. Erase the "?"
Finally, study read the remaining unanswered questions. If you cannot come to a
decision by reasoning or if you run out of time, guess. Erase the "?". Note that
some examinations penalize "guessing" by subtracting points for incorrect
answers. Check with your instructor. If there is no penalty, then a guess is better
than a blank.
4. Use the process of elimination procedure. Eliminate the obviously
incorrect alternatives.
5. Read all of the stem and every alternative.
Read the stem with each alternative to take advantage of the correct sound or
flow that the correct answer often produces. Also, you can eliminate any
alternatives that do not agree grammatically with the stem.
Some students find it effective to read the stem and anticipate the correct
alternative before actually looking at the alternatives. If you generally do better
on essay exams, this strategy may help you a great deal. Our research shows that
one is three students scores better with this strategy alone!
6. Consider "all of the above" and "none of the above." Examine the "above"
alternatives to see if all of them or none of them apply totally. If even one
does not apply totally, do not consider "all of the above" or "none of the
above" as the correct answer. Make sure that a statement applies to the
question since it can be true, but not be relevant to the question at hand!
7. Note negatives. If a negative such as "none", "not", "never", or "neither"
occurs in the stem, know that the correct alternative must be a fact or
absolute and that the other alternatives could be true statements, but not
the correct answer.
8. Note superlatives. Words such as "every", "all", "none", "always", and
"only" are superlatives that indicate the correct answer must be an
undisputed fact. In the social sciences, absolutes are rare.
9. Note qualifying words. "Usually", "often", "generally", "may", and
"seldom" are qualifiers that could indicate a true statement.
10. Study Qualifications. Break the stem down into grammeatical
parts. Pull out the bare subject and verb (if it is in the stem), and then
examine all the modifiers (qualifiers) to the subject and verb. This process
ensures that you will examine every part of the stem.
11. Changing Answers. Research has shown that changing answers on
a multiple choice or truefalse exam is neither good nor bad: if you have a
good reason for changing your answer, change it. The origin of the myth
that people always change from "right" to "wrong" is that those (i.e. the
wrong ones) are the only ones you will see when you review your exam
you won't notice the ones you changed from "wrong" to "right."
Followingup after your exam has been returned
Study your marked and returned exam in order to learn from your successes and
mistakes, and to improve your performance on the next exam. This will pay
dividends on future exams.
1. Examine each question you did get correct. Remember how you knew that
the information was important when you studied. How did you study?
2. Examine each question you did not get correct in order to understand the
find distinction between the correct alternative and the incorrect
alternatives. Ask yourself why the correct answer is correct and why the
other alternatives are incorrect.
3. Determine the level of thought your instructor expects of you by reading
through all of the questions. Are you expected to recognise, analyse,
synthesise and/or apply the material that has been presented to you? Study
accordingly for the next exam.
Click here to do a sample multiple choice test on this handout.
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Practice Multiple Choice Test
Try to answer each of the following questions, then click after each one for instant feedback. Do not
answer questions you are uncertain about: this test is statistically adjusted to penalize you if you do.
Click here for feedback. Identify the level of learning of each question.
1. Mark all correct answers. You can prepare effectively for a multiple choice exam by
(a) taking a Learning Skills course to learn to identify levels of learning required by your tests, and
then applying appropriate study strategies
(b) joining a study group so you can practice composing multiple choice questions and answering
questions that other people have composed
(c) analyzing old exams not only for content but also for level of learning
(d) practicing identifying subtle similarities and differences among facts and ideas that will likely be
included on the exam, and could be confused with one another
Click here for feedback.
2. Pick the best answer. You should
(a) always decide on an answer before reading the alternatives
(b) always do the multiple choice items on an exam first
(c) never change an answer
(d) always review your marked exams
Click here for feedback.
3. It is unlikely that a student who is unskilled in untangling negative statements
(a) will quickly understand multiple choice items written in this way
(b) will not quickly understand multiple choice items written in this way
(c) will quickly understand multiple choice items not written in this way
(d) will not quickly understand multiple choice items not written in this way
Click here for feedback.
4. You notice that your two hour exam is composed entirely of multiple choice questions. The
best way to organize your time is to
(a) calculate how much time you can spend on average for each question, answer the easy ones,
then spend more time on the difficult ones until you run out of time, then quickly guess the answers
to the ones you still haven't done before you hand in the exam
(b) read ALL of the stem and EVERY alternative, eliminating any obviously incorrect answers
(c) mark questions with negatives, superlatives, and qualifiers, then grammatically break down
difficult questions
(d) take a few minutes to relax by taking a few deep breaths and getting focused
Click here for feedback.
5. You are taking a math course, and the exams are in multiple choice format. They require you
to solve problems, then pick the closest answer from the alternatives given. To study
effectively, you should
(a) memorize formulae, and practice recognizing them. Pay particular attention to the similarities
and differences among them.
(b) go over your notes and the text carefully
(c) practice doing representative problems until you can do them quickly and accurately
(d) practice estimating answers to representative problems
Click here for feedback.
6. Level of learning of a multiple choice question is determined by
(a) the goals and objectives stated in the course syllabus
(b) the level of Bloom's Taxonomy that best fits the educational goal of the question
(c) the level of generality of the abstract terms within the question
(d) the level of learning required by the task you must perform to decide which alternative to choose
Click here for feedback.
7. Marked exams can provide valuable feedback because
(a) they can help you zero in on effective study techniques
(b) they can help you focus on important content in the course
(c) they can help you decide what levels of thinking you should practice for future exams
(d) all of the above
(e) (a) and (b) above
(f) (b) and (c) above
(g) (a) and (c) above
(h) none of the above
Click here for feedback.
8. Students often believe that they should not change answers because
(a) research shows that students most often change answers from right to wrong
(b) they only notice the answers they changed from right to wrong, and not the ones they changed
from wrong to right
(c) they know from personal experience that they can talk themselves out of a right answer more
readily than they can talk themselves out of a wrong answer
(d) human nature is such that one's first reaction is often the best one
Click here for feedback.
9. When would you study for a multiple choice test using strategies that would enhance recall?
(a) If you are an auditory learner
(b) When the questions require a high level of critical thinking
(c) When the alternatives are very complex
(d) When the alternatives are very similar
Click here for feedback.
10. You would study for a multiple choice test using strategies that would enhance
recognition under which of the following conditions? Check all correct options.
(a) The alternatives are identical (wordforword) to what you study, rather than paraphrased
(b) The alternatives require higher rather than lower levels of learning
(c) The alternatives are always quite dissimilar
(d) You do not get confused by incorrect information
Click here for feedback.
Answering Essay Questions
1. Make notes on back of exam sheet, eg., ACRONYMS.
2. Read directions carefully; eg., should you answer all questions?
3. Survey all questions before answering and note worth of each question
4. Mark key question words.
5. Number all parts of the question.
6. Jot notes along side each question as you read it for the first time.
7. Start with the easiest questions to gain confidence.
8. Before you answer, make sure you understand question with precision ASK the instructor
if you are unsure.
9. When beginning to answer a question, jot down any additional points and number your
points and ideas in the order that you will use them.
10. Your attitude when writing should be that this paper is targeted at someone who is
virtually ignorant of your topic and thus you should explain everything that falls outside the
realm of "common knowledge."
11. Use facts and logic, not your feelings about something; exams are testing your
understanding of a subject matter.
12. Answer the question directly and forcefully in the first sentence and include some of
the words in the question to keep you focused.
13. Include only one main idea per paragraph state your important idea clearly and
precisely, and then follow this statement immediately supporting factual or logical evidence.
With multiparagraph answers:
1. use transition words to give continuity;
2. don't save the best until last;
3. end with a summarizing statement or two.
Incorporate instructor's pet ideas.
1. Be neat research has shown that when the same paper is written neatly or sloppily, the
graders on average rated the neat paper a letter grade higher.
2. Write on only one side of the sheet and leave a generous margin.
3. Double space to make later editing easier
The Writing Of A History Essay Examination
I. What to Look For
The first step in the successful writing of a history essay is to read the question carefully and
understand what is being asked. Many writers spend their time writing "around" a question because,
by failing to grasp immediately the essence of a question, they fail to perceive what the professor
wants discussed.
For example: "Without the contributions of George Washington, the rebelling Colonials would
never have won the Revolutionary War. Discuss." In this question you are not being asked to recite
a memorized factual summary of the contributions of George Washington to the revolutionary
effort, nor are you being asked to spit back the major battle" of the War. Rather, you are being
asked for an evaluation of George's contributionsa critical assessment made by yourself and based
upon the knowledge which you have acquired, not memorized, from the lectures and readingswith
references to the indispensability of such contribution".
II. Types of Questions
You may be called upon to "discuss", "trace", "compare and contrast", "write and essay",
"evaluate", etc. Do not be taken off guard by the imperative verb because all you are being asked to
do is deal with an historical problem, usually one in which scores of scholars already have written
thousands of pages, no five of the "experts" in total agreement. The verb within the questions is the
professor's method of channelling your answer in a certain direction. Note the following examples,
all treating a single problem, yet each a little different because of the imperative verb:
1. "Discuss the role of sea power in gaining the eventual victory over the British in the
Revolutionary War."
2. "Compare and contrast American and British sea power accomplishments during the
Revolutionary War."
3. "Trace the development of American sea power showing how it proved decisive during the
Revolutionary War."
4. "Write an essay on the effectiveness of American sea power during the Revolutionary War."
5. "Evaluate American sea power during the Revolutionary War."
A second type of question begins with "what", "why", "how", etc. Example: "How did American
sea power facilitate the victory over the British in the Revolutionary War?" and "What accounts for
the effectiveness of American sea power during the Revolutionary War?"
A third type of question, the "What if you were", or "Let's pretend" type, is less frequently used by
professors. An example of this sort is: "If you were John Paul Jones writing during the
Revolutionary War, how would you phrase a note to the Continental Congress requesting
appropriations for further naval supplies?" This kind of question calls for an understanding of the
historical period, an imaginative mind, and a good deal of empathy.
III. Method of Answering
To the historian (and that means you by reason of your major or simply because you are enrolled in
a history course) the most important part of his writing, be it an examination, book, or polemic, is
the thesis. To the ordinary world (nonhistorians) what the historian calls a thesis is nothing more
than "the point he's trying to make." But to us of the ingroup a thesis is a thesis. For instance, in
answering the question about George Washington's contributions to the war effort, you may have
contended that he was not indispensable. To you, that was a statement of your opinion,
interpretation, point of view, etc. But to the historian that was your thesis! Consequently, from now
on you will not write an opinion in an essay, you will write a thesis.
Every essay should have a thesis, a consistent and logical arrangement which runs throughout your
entire essay. Some questions lend themselves more readily to theses. Nevertheless, if your essay is
going to say anything worth reading, there should be a thesis consistently developed within. Most of
you are familiar with the first four notes of Beethoven's Fifth Symphony, but if you listen closely to
the Symphony, and the First Movement in particular, you will notice that Beethoven continually
returns with those original four notes as if to remind his listeners of the boldness of the introduction.
You too, in writing an essay, must present a bold first four notes, in this case your thesis, and
develop throughout the essay the proof of those four notes (thesis).
In presenting your answer use this standard format:
A. Introduction
B. Body
C Conclusion
A. The Introduction to your essay should be bold, direct, and assertive it should present in
general (or specific) terms the point that you intend to prove in your essay. This, to the historian
(and you), is the presentation of the thesis. (Remember Beethoven's first four notes!) An example of
such a presentation in answer to the George Washington question is:
"Throughout the Revolutionary ware period George Washington, as CommanderinChief of the
Continental Army, waged a war against great odds in attempting to evict from North America the
legions of British troops intent upon quashing a pesky colonial uprising. From l776 until eventual
victory in 1783, Washington played a decisive role in prosecuting the war, a role which in the long
run appears to have been indispensable."
or perhaps:
"No man is ever indispensable, least of all George Washington in his role as Commanderinchief
of the Colonial Army during the Revolutionary War. Certainly Washington made contributions to
the Colonial effort, but in the long run others in the Army could have performed at 1east equally as
well as the Father of his Country."
B. The Body of your essay is where you use the facts you have learned to prove the validity of your
opening position your thesis.
There are three general ways in which the body of an essay can be constructed:
1) the chronological,
2) the categorical, and
3) the stagesof development.
others may be used, but these three are the most common.
l) Using the chronological approach you simply present the factual proof of your thesis in
chronological order. With reference to our George Washington example, proof of Washington's
indispensability might be structured something like:
"In 1776 George Washington who played an indispensable role when he . . ." (and here would
follow detail of Washington's actions in that year).
"Again in 1778 one can discern the indispensable character of Washington when he . . ." (more
specifics).
"Finally, in 1783 at Yorktown, Washington's indispensable action in the securing of . . ." (more).
(Note carefully that in each paragraph in which fresh, chronologicallyarranged information was
presented to prove my thesis, I included a direct or indirect reference back to that thesisi.e., the
indispensable role played by George Washington during the war. This is what Beethoven does, too.)
2) In the categorical approach the proof within the Body of your essay is ordered according to
categories of action rather than by dates. Here are the general categories historians use, with the
acronym, STAMPIERE to help you remember them.
S = social
T = technological
A = administrative
M = military
P = political
I = intellectual
E = economic
R = religious
E = external (foreign policy)
Very seldom, if ever, are all of these categories applicable to a single question. This method is
especially useful ln answering broad general questions such as: "What changes took place ln
America during the Jacksonian era?" Here you might discuss the era with reference to the social,
administrative, political, intellectual, economic, religious and external developments.
3) In the stagesofdevelopment approach you are usually being asked to treat complex
developments over a long period of time. By using the stagesof development approach you are able
to simplify questions and deal with recognizable smaller spans of time within the overall period
under study. For instance, this approach is most appropriate for a question such as "Discuss the
course of American foreign policy from 1920 until the present."Here you could break down the
period 19201966 into the smaller stages of development:
19201941: Isolationism
19421945: World war II
19451947: Years of Indecision
C. The Conclusion of your essay examination can be a time for ramifications upon your thesis, a
time for corollaries, or a time for simple reiteration of the points presented ln the Introduction and
proven ln the Body. Whatever it is, the Conclusion will baffle you only if you do not know what
you have been writing. In general, the Conclusion need be nothing more than a space in which you
say in so many words: "I said suchandsuch ln the beginning, I have proven with facts the rectitude
of my assessment, therefore what I have contended is correct."
Author unknown
Revised/Shirley Henderson 10/90
Writing Exams
Blooms Taxonomy
Essay Questions
Haughton's Learning Channels
Multiple Choice Questions
Multiple Choice Examples
Writing History Essays
Sociology Example
Learning Topics
Books
Critical Thinking
Essay Writing
Exams
Memory
Motivation
Note Taking
Reading
Study Skills
Time Management