Learning Skills For Uni Studies U5

UNIT 5 i
Taking tests and examinations with confidence
Unit 5
WUC 131/03
Learning Skills for
University Studies
Taking Tests and

Examinations with
Confidence
ii WAWASAN OPEN UNIVERSITY
WUC 131/03 Learning Skills for University Studies
COURSE TEAM
Course Team Coordinator: Ms. Jasmine Selvarani Emmanuel
Content Writers: Dr. Tan Soon Yin, Mr. Fan Kok Keong and Ms. Jasmine Selvarani Emmanuel
Instructional Designer: Dr. Ng Wai Kong
Academic Member: Professor Cheah Kooi Guan
COURSE COORDINATOR
Ms. Jasmine Selvarani Emmanuel
EXTERNAL COURSE ASSESSOR

Associate Professor Dr. K. Ramanathan, Centre for Distance Education, University Sains Malaysia
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UNIT 5 iii
Contents
Unit 5 Taking Tests and Examinations
with Confidence
Unit overview 1
Unit objectives 2
5.1 Test Anxiety 3
Objectives 3
Introduction 3
What is test anxiety? 3

Symptoms of test anxiety 4
Effects of test anxiety 6
Evaluating your test anxiety 7
Suggested answers to activity 12
5.2 How to reduce test anxiety? 13
Objectives 13
Introduction 13
Causes of test anxiety 13

Fear of failure 13
Feelings of helplessness 14
Threats to self-worth 14
Strategies to reduce test anxiety 15

Being well-prepared 15
Avoiding procrastination 15
Preparing a revision planner 17
Revising 19
Getting information on the test 20
iv WAWASAN OPEN UNIVERSITY
5.3 Strategies for answering different types of test 25

questions
Objectives 25
Introduction 25
Types of test questions 25

Objective tests 25
Subjective tests 26
Strategies for answering different types of test questions 27

Multiple-choice questions (objective type) 27
Matching questions (objective type) 30
True/false questions (objective type) 31
Fill-in-the-blank questions (objective type) 33
Short-answer and essay questions (subjective type) 34
Introduction to test-taking at WOU 38
5.4 Strategies on the day of the test 41
Objectives 41
Introduction 41
Strategies for reducing test anxiety on the day of the 41

examination
Eating well 41
Dressing comfortably 41
Getting materials ready 42
Being early on the day of the examination 43
Positive thinking 43
Strategies for reducing anxiety during the examination 43

Reading instructions carefully 44
Previewing the test paper 44
Answering easy questions first 44
Asking for clarification 44
Trying to answer all questions 44
Studying other questions for clues 45
Checking your answers 45
Strategies after the examination 45

UNIT 5 v
5.5 Academic integrity 49
Objectives 49
Introduction 49
What is academic integrity? 49
Forms of academic dishonesty 50

Cheating 50
Fabrication 51
Facilitation 51
Plagiarism 51
Other forms of academic dishonesty 52
Consequences of academic dishonesty 52

Punishment for academic dishonesty 53
Importance of academic integrity 55
Giving credit to the author 56
Suggested answers to activities 59
Summary of Unit 5 61
Course summary 63
Suggested answers to self-tests 65

vi WAWASAN OPEN UNIVERSITY
UNIT 5 1
Unit Overview
W elcome to Unit 5, Taking Tests and Examinations with Confidence. A test normally
refers to a series of questions, problems, or physical responses designed to
determine knowledge, intelligence, or ability. There are many different types of tests:
driving tests, personality tests, intelligence tests, aptitude tests and school-based tests.
Tests are a fact of life  you cannot escape them. When you were in school, you
had to take tests and examinations, didn’t you? Well, in WOU, you are required to
do the same. The purpose of this unit is to acquaint you with the various forms of
tests and examinations at WOU. We need to assess you because we need to know
whether you are learning the skills and knowledge that you should be learning, or
whether you are having trouble. This unit also attempts to highlight the importance
of facing your tests confidently and diligently.
Read the following story:
Mei Ling hurried into the hall five minutes before the test began, found a corner seat and
exhaled. This was it. Hopefully, it would be the last time she would spend two hours on
the test. Pass or fail, she was not going to put herself through it again.
She looked around the hall at the other candidates. She felt confident. She was a good
student, an “A” student in school and in college. Her teachers and lecturers always said
she would go far. Too bad their recommendation couldn’t give her an instant promotion.
Too bad there were “tests.”
She felt confident every time she had taken the tests. And every time she has failed. One,
two, three times! Yet, she was doing it again. When it came to tests, her confidence would
always go haywire. Something she couldn’t understand.
The invigilator put the test paper in front of her. She took a deep breath and instructed
her brain to remember all the things that she had studied over and over again the past
three months. She knew she was prepared this time. She had even eaten a good breakfast.
The invigilator made the announcement to start and she began writing.
She was on the very first question when it happened. It was so sudden, so unexpected. She
felt faint. There was a tingling sensation in her toes. Her stomach began to cramp. Her
mind slowly started to blur. It upset her. She took a deep breath and imagined herself on
the beach, the cool breeze, the sound of waves pounding against the rocks. Then, she told
her little toe to relax and then her stomach. Soon, her head had joined her body and she
began to feel more relaxed. She was in control for the moment.
But the feeling of anxiousness overtook her several more times during the test. Each time,
she went through the same relaxation routine. She started from the beginning, imagining
herself on the beach, fighting………fighting…..fighting…..
Have you ever experienced a similar situation before? Do you know what she is
going through?
2 WAWASAN OPEN UNIVERSITY
A lot of students are afraid of taking an examination because examination results

can determine whether you pass or fail a course, earn a scholarship or earn entry
into your desired university, graduate programme or career. Besides being worried
about examinations, students are afraid of the people who grade their exam scripts,
i.e., the examiners. Do you see examiners as people who are out to fail you? Do
you see them as people out to find faults in your answers or penalise you for your
mistakes? No, that is not true! Examiners would really like to pass candidates. Why
don’t you ask your tutors if this is true. They have been examiners at one time or
another. Your tutors will tell you that they really want you to pass!
Examiners would give you an “A” only if you really deserve it. You have to show
them how much you know about the subject. You have to show them that you did
study hard. You have to show them that you deserve the distinction. Examiners
enjoy reading answers that are grammatically correct, coherent, comprehensive and
informative.
Sometimes, students may not be well-prepared or may not have studied hard enough
for their examinations. This lack of knowledge will show in their answers! Some
students leave questions unanswered in the examination while some try to bluff
their way through. Actually the students fail themselves! Perhaps you have the facts,
but you do not know the right way to tackle the different types of questions such
as objective questions, short-answer questions and essay questions. Here, we will
guide you on how to answer these questions.
We will also give you advice on reducing stress before and during the test. If it works
for you, you might see an examination as an opportunity to demonstrate to the
examiners what you know. If you are well-prepared, you will look forward to and
probably even enjoy the challenge of being examined!
Unit Objectives
By the end of this unit, you should be able to:
1. Describe what is test anxiety and determine your level of test anxiety.
2. Determine your level of test anxiety.
3. List the effects and causes of test anxiety.
4. Explain the various strategies for reducing test anxiety.
5. Explain test-taking at WOU and the related strategies needed.
6. Explain Academic Integrity, the various forms of Academic Dishonesty and

its consequences.
UNIT 5 3
5.1 Test Anxiety

Objectives
By the end of this section, you should be able to:
1. Describe what is test anxiety.
2. Identify the physical and emotional symptoms of test anxiety.
3. Explain effects and causes of test anxiety.
4. Identify your level of test anxiety.
Introduction
Everyone has “test anxiety”. Students have gone through school, college or university
life without knowing that the anxiety they had experienced for so long has a name,
and that strategies are available for dealing with it. This section discusses what is test
anxiety, its symptoms, its effects, the causes of test anxiety and finally the strategies
that you can adopt to deal with it.
What is test anxiety?

What do you mean by “test anxiety”? It is stress related directly to testing situations.
This stress is so excessive that it hinders a student’s ability to prepare properly and
sit for a test effectively. It involves experiencing headaches, nausea or feelings of
panic, nervousness, tense, distress, or worry when you think about an examination
or when you sit for one. Have you ever felt any of these? If you have, then you have
experienced test anxiety.
Test anxiety can be labelled as “anticipatory anxiety” if you feel distress while studying
and when thinking about what might happen if you take an examination. It can be
labelled as “situational anxiety” if it occurs while taking a test. Everyone experiences
test anxiety at varying degrees. Some students are just mildly stressed out while some
suffer from extremely high levels of anxiety. The point is, test anxiety can be both
beneficial and harmful. Some anxiety is natural and it will help to keep you mentally
and physically alert. But too much of it can cause serious problems. Some students
benefit from anxiety to perform at their very best, while some are so overwhelmed
by it that they are unable to perform at all.
Therefore, if you have test anxiety, we want it to help you perform better, and we
want to eliminate that aspect of it that might cause you to perform badly. How well
you perform in an examination is not always linked to how hard you have studied
for it, but how anxious you were about it.
Symptoms of test anxiety
Symptoms of test anxiety are of two general types: physical and emotional. Symptoms
are signs that indicate you are suffering from a disease. If you have flu, you will
experience physical symptoms like fever (high temperatures) or headaches. If you
suffer from test anxiety, you will experience certain physical symptoms. You may also
experience emotional symptoms, which means that you will display certain types of
feelings. These symptoms may appear at different times: while you are studying for
your examination, while waiting to go for the examination, during the examination
or even after the examination. Now, let’s take a closer look at the physical and
emotional symptoms experienced by students with test anxiety.
Physical symptoms
As mentioned earlier, if you suffer from test anxiety, you will display certain outward
physical signs or symptoms that you have the problem. You may think you are unwell
because they are the signs of a person who may be ill.
Physical symptoms of test anxiety may consist of the following or some combination
of the following. Study the list and tick (ü) on the box to see how many of the
symptoms you have experienced before. If you do not understand the words, use a
dictionary to find out their meanings.
Nausea
Dizziness
Faintness
Diarrhoea
Tiredness
Dry mouth
Headaches
Stomach aches
Rapid heartbeat
Breathing difficulties
Perspiration/Sweating
Other symptoms: .
UNIT 5 5
Emotional symptoms
Emotional symptoms are those related to your feelings. Study the list and tick (ü)
the box to see how many of the symptoms you have experienced before.
Fear
Anger
Irritability
Confusion
Depression
Disappointment
Crying or laughing
Memory problems
Difficulty concentrating
Feeling tense
Feeling helpless
Feeling panicky
Insomnia (Difficulty sleeping the night before the test).
Negative thoughts (e.g., I’m going to do badly, I’m stupid, etc.).
Feeling frustrated (e.g., Unhappy with your performance because you were
well-prepared).
Feeling that you are not fully prepared even after you have spent so much
time studying for the test.
Other symptoms: .
From the lists above, how many physical and emotional symptoms of test anxiety
have you experienced before?
The various physical and emotional symptoms of test anxiety have the common
effect of focussing your energy inward on your immediate, personal feelings and
situations rather than the task at hand. The strategies available to combat test anxiety
will teach you to focus your energies outward, i.e., on examination preparation and
performance.
Activity 5.1
Now, go back to Mei Ling’s experience at the beginning of the unit.

Can you list the physical and emotional symptoms she experienced?
____________________________________________________
____________________________________________________
Effects of test anxiety
Based on what you have learnt above, you would probably think that test anxiety is
bad for you and you need strategies to overcome it completely. But before we look into
overcoming it, you need to differentiate between negative and positive test anxiety.
Negative test anxiety
If your anxiety is a direct result of lack of preparation, you can consider it as a normal
and rational reaction. However, if you are adequately prepared but still panic or
‘blank out’, your reaction is not rational. Here is a list of some of the negative effects
of test anxiety commonly experienced by students. Tick (ü) on the ones that you
have experienced.
Cannot organise your thoughts.
Cannot remember/recall the facts.
Remembering the facts after the test.
Mind going blank on and off during a test.
Difficulty in understanding the questions.
Worry about failing during a test.
Feeling pressured or trapped.
Difficulty sleeping the night before the test.

UNIT 5 7
Positive test anxiety
You go to the movies to see a thriller, a horror or an adventure film. Why? To enjoy
the excitement, the fear and the suspense that these movies generate. Examinations
also provide the same elements. The positive or good side of anxiety is that moderate
amounts of it can actually be a good thing. When we are totally relaxed, we do not
perform at our best on most tasks. A little anxiety and stress can therefore motivate
us to perform better. There is an “inverted U” shaped curve between anxiety and
performance. Look at the graph below. The higher the anxiety (x-axis), the higher
the performance (y-axis). But after the anxiety level exceeds a certain level, you
notice that the performance begins to decline.
90
80
70
60
Performance
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9
Anxiety
Figure 5.1 Relationship between performance and anxiety
Would you study hard if you were not worried at all for your future? Would you
bother to study if you knew you could succeed easily? By experiencing some
anxiety and facing the challenges that come with it, you learn to cope better with
other areas of life. For example, as a working person you know how stressful the
working environment can be. Your encounters with stress and anxiety during your
schooldays actually provided you with some experience on how to handle stress in
your workplace. Therefore, if you still experience a little bit of anxiety before or
during an examination, look at it positively. It can actually be good for you!
Evaluating your test anxiety
Test anxiety, especially the more severe form, is not something you have to live with.
There are strategies that can help you cope with it. But, let us first find out your
level of test anxiety. How strong does the anxiety symptoms affect you?
Activity 5.2
Evaluating your test anxiety
Nist and Diehl (1990) developed a short questionnaire to determine

whether a student experiences a mild or severe case of test anxiety.
To complete the evaluation, read through each statement and reflect
upon past testing experiences. You may wish to consider all testing
experiences or focus on a particular subject (history, science, math,
etc.) one at a time. Indicate how often each statement describes you
by choosing a number from one to five as outlined below.
Never Rarely Sometimes Often Always

1 2 3 4 5
• ______ I have visible signs of nervousness such as sweaty palms,

shaky hands, and so on right before a test.
• ______ I have “butterflies” in my stomach before a test.
• ______ I feel nauseous before a test.
• ______ I read through the test and feel that I do not know any
of the answers.
• ______ I panic before and during a test.
• ______ My mind goes blank during a test.
• ______ I remember the information that I blanked on once I get

out of the testing situation.
• ______ I have trouble sleeping the night before a test.
• ______ I make mistakes on easy questions or put answers in the

wrong places.
• ______ I have difficulty choosing answers.

UNIT 5 9
Now, add up your score on all the statements. The scores will range
from 10 to 50. A low score (10 – 19 points) indicates that you do
not suffer from test anxiety. In fact, if your score was extremely
low (close to 10), a little more anxiety may be healthy to keep
you focused and to get your blood flowing during exams. Scores
between 20 and 35 indicate that, although you exhibit some of
the characteristics of test anxiety, the level of stress and tension is
probably healthy. Scores over 35 suggest that you are experiencing
an unhealthy level of test anxiety.
(Source: http://www.muskingum.edu/%7Ecal/database/general/
anxietyquest.html)
If you want to know more about your test anxiety level, you can try the
Test Anxiety Inventory or TAI at: http://www.unm.edu/~adurakie/unm_
template/common/docs/TEST%20ANXIETY.pdf (Accessed 15 February
2016). The TAI was devised by C.D. Spielberger and is regularly visited
by students who wish to learn something about their anxiety levels. For
more information, visit: http://stress.about.com/od/selfknowledgeselftests/
a/anxiety_test.htm
Web Reference
For further information on the topic you have just read, you may
refer to the following websites:
1. http://www.d.umn.edu/kmc/student/loon/acad/strat/test_take.
html (Accessed 15 February 2016)
2. http://www.studygs.net/tstprp8.htm (Accessed 12 February

2016)
3. http://www.anxietycentre.com/anxiety-tests.shtml (Accessed
12 February 2016)
4. http://sas.calpoly.edu/asc/ssl/testanxiety.html (Accessed
15 February 2016)
5. http://www.ericdigests.org/2005-2/anxiety.html (Accessed
12 February 2016)
Please note that the above websites were active and accessible at the time these course
materials were written. However, some sites may cease to exist or be inactive after
some time, and you may not be able to access them. You can still find information
about test anxiety by using any of the Internet search engines such as Google
(http://www.google.com.my/) or Answers.com (http://www.answers.com/) and type
the words “test anxiety” in the search box as in the example below:
If you access Google and type the words “test anxiety symptoms”, you will be
presented with the following results:
Go through the results. Try typing “test anxiety causes” or “test anxiety” and see
what turns up. You may find more than what you are looking for.
UNIT 5 11
Summary
Test anxiety is stress felt before an examination or while taking a

test. This section highlighted that people with test anxiety may
display some combination of physical and emotional symptoms.
Test anxiety also produces negative and positive effects. So, it is not
necessarily bad; it can be good as well. Some anxiety can actually
push you to perform better. However, too much anxiety may cause
serious problems.
Self-test 5.1
Here is a simple test for you to practise.
1. Explain briefly what “test anxiety” is.
_________________________________________________
_________________________________________________
2. A student suffering from test anxiety experiences both physical

and emotional symptoms.
Give two examples of physical symptoms:
a. ______________________________________________
b. ______________________________________________
Give two examples of emotional symptoms:
a. ______________________________________________
b. ______________________________________________
3. Test anxiety can bring about both negative and positive effects.
Give two examples of the negative effects:
a. ______________________________________________
b. ______________________________________________
Give two examples of the positive effects:
a. ______________________________________________
b. ______________________________________________
Suggested answers to activity
Feedback
Activity 5.1
Physical symptoms
1. Funny sensation in her toes.
2. Stomach cramp.
3. Feel faint.
4. Blur.
Emotional symptoms
1. Feel upset.
2. Anxious.
UNIT 5 13
5.2 How to Reduce Test Anxiety?

Objectives
1. Identify the main causes of test anxiety.
2. Explain the strategies for reducing your test anxiety.
Introduction
A cause is the producer of an effect, result or consequences. Now that you have a
better idea of what test anxiety is, its symptoms, its effects, and your own level of
test anxiety, it is time to examine what causes it in the first place.
Causes of test anxiety

What are the causes of test anxiety? Usually, there is a real or perceived agitating
agent. In the simplest case, test anxiety is caused by a lack of preparation. If you have
not studied for the examination, you know you are not going to do well. Naturally,
you will start to panic and worry. The common causes of test anxiety fall into three
categories: fear of failure, feelings of helplessness and threats to self-worth.
Fear of failure
The fear of failure can generate anxiety from many different sources. You worry
that you may not live up to your expectations or that of your family and friends.
You are concerned about embarrassing yourself, your family and friends by getting
poor grades or fail the paper. Perhaps you have failed examinations before in the
past, and you are afraid that you will do it again. You think that your performance
in an examination might jeopardise your chances of getting a scholarship or a much
awaited promotion. What you are actually doing is, exaggerating the effect of an
examination by relating it directly to your entire life  family, career, success, etc.
Have you seen elephants in a circus  how they are prevented from wandering away
from the circus site? During a performance, you can see how strong an elephant
is  it can easily pull a busload of passengers. But when the elephant is resting, it
cannot even pull out a piece of wood tied to its leg with a piece of rope! How is that?
When the elephant was just a baby, its masters used a rope to tie the baby elephant
to a stake or a small tree. Being a small baby, it was not strong enough to pull out the
stake no matter how hard it tried. As a result, the elephant grew up thinking that the
rope will prevent it from escaping. Aren’t people like elephants sometimes? If we cannot
do it once, we grow up believing we will never be able to do it. Well, that is not true.
Feelings of helplessness
Feelings of helplessness emerge when you blame external factors for your poor
performance. For example, instead of blaming your poor grades on your own lack
of preparation, you blame it on the difficulty of the test, inadequate or confusing
instructions, or circumstances outside your control. When the focus of blame is
external, it leaves you feeling victimised, helpless and anxious as well.
Threats to self-worth
Test anxiety can also result from placing too much emphasis on scoring good grades.
Sometimes, you tend to measure your self-worth against the A-B-C-D standard.
Your self-esteem is tied too closely to your grades and this may result in negative
perceptions of your own abilities. In time, it affects your confidence and allows
anxiety to take over. Below is a summarised list of the causes of test anxiety.
• Not well-prepared.
• Poor study habits.
• Poor organisation.
• Poor time management.
• Bad experience from previous tests.
• Studying at the last minute.
• Afraid you cannot remember.
• Worrying about your past performances in tests.
• Thinking about the negative consequences of failing.
• Unrealistic expectations for yourself.
• Expectations from others (Your family expects you to do well).

UNIT 5 15
• You feel you need to perform well to please others.
• You are competing with others  students and siblings.
• You cannot understand or master the material you are studying.
How many of the above causes of test anxiety apply to you?
Strategies to reduce test anxiety

Anxiety is a human condition which no one is immune from. But, if you do
experience very severe anxiety, you need to take the necessary steps to reduce the
effect so that your performance in the examination is not affected. In the next
section, we will introduce five strategies that will help you handle the negative
effects of test anxiety.
Being well-prepared
First on the list of strategies is being well-prepared. Do not wait until the last
minute to study. Being well-prepared means you should have started preparing for
the examination on the day you were given the notes to the various courses you are
taking. Being well-prepared means you:
• have good knowledge of the type of tests you will be taking.
• are not behind schedule on your reading.
• have prepared your own notes on the topics and kept them for revision later.
• have prioritised your tests, assignments or projects and will definitely

meet deadlines.
One important thing is to familiarise yourself with the types of ongoing assessments
and examinations that you will be taking especially at WOU. You can do this by
referring to the sample or past year test papers on the course and making use of
them to help you focus on the kind of answers required.
Avoiding procrastination
Procrastination is the act of putting off tasks to a time in future. Procrastinators do

not perform their tasks immediately, but avoid the tasks or delay them to another
time. Why do people procrastinate? We procrastinate if the task at hand is unpleasant,
difficult or boring. Sometimes, it is because we do not have the necessary skills or
knowledge to do the task and we want to wait until we learn how. On the other
hand, it may be because the task is time-consuming.
Do you procrastinate? Let’s check. Your tutor asks you to complete reading Unit 3
of Microeconomics by tutorial 3. Do you finish reading it by then or do you put it
off? How many of the references have you read or looked up for your assignments
one week before the deadline? Answering these questions will reveal to some extent
whether you procrastinate or not.
Procrastination causes test anxiety simply because it prevents you from preparing
earlier. One way to overcome procrastination is to focus on achieving your goals. Why
did you sign up for this course of study? Prioritise your tasks and set deadlines for
each one of them. Discipline yourself to adhere to the schedule. If you find difficulty
working alone, form a study group with some of your course mates. Fix a day and
time when you can meet with each other to discuss and study on a regular basis.
Below is a quotation on tackling procrastination by Og Mandino:
“My dreams are worthless, my plans are dust, my goals are impossible.
All are of no value unless they are followed by action.
I will act now.”
(Og Mandino (1982) The Greatest Secret in the World. New York: Bantam
Books)
According to Og Mandino, your dreams will be impossible if you do not do something

about it now. If you do not act, your dreams will remain just that  dreams.
Activity 5.3
1. Think of one thing you are currently procrastinating in, and

write it on the space provided below. It might be personal, study
or work-related.
2. Now, write all the reasons for your delay.
3. In the ‘Arguments against delay’ column, argue against all the

reasons for delay. If you can argue against them successfully,
you will be able to start the task.
I’m delaying because
Reasons for delay Arguments against delay

1.
2.
3.
4.
UNIT 5 17
Preparing a revision planner
Have you heard of the proverb, “He who fails to plan, plans to fail”? If you do not
plan, you will not succeed. To revise for your tests, you need to plan. The revision
planner below will help organise what you have to do on a daily, weekly or monthly
basis. With these planners, you will know what you should do each day, week and
month.
Here is an example of a monthly planner:
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
9 – 11 am 9 – 11 am 2 – 5 pm
WUC 107/03 MPU 3313/03 WUC 203/03
exam exam exam
Venue: Venue: Venue:

RECSAM RECSAM RECSAM
Table 5.1 Revision planner
Find out the dates and times for the various tests. Fill in the appropriate columns
on the monthly planner with the times and subjects. For example, in the planner
above, “9 – 11 am WUC 107/03” is written in the box marked 29. The times for
MPU 3313/03 and WUC 203/03 examination are written in the boxes marked
30 and 31.
With the important information written, you can decide what subjects you need
to revise on the days before the examination. In the sample above, on the 29th,
immediately after WUC 107/03, the student plans to study MPU 3313/03 from
3 pm onwards. The reason is obvious, the MPU 3313/03 exam is on the following day.
In a similar fashion, fill up the daily planner for the subjects you plan to study
throughout the day. Work backwards by filling up box number 31 first, followed
by 30, 29, 28, 27 and so on.
The planner will also help you detect time-table clashes, i.e., two papers may be
held at the same time and day. The sooner you notice such clashes, the easier you
can resolve them. Tell your tutors or the authorities at WOU and they will take the
necessary action to rectify the problem. If you report to them a few days before the
test, the administration may not be able to help you.
Below is an example of a daily and weekly revision planner:
7.30 BREAKFAST BREAKFAST
8.00 MPU 3313/03

Unit 1
8.30 MPU 3313/03

Unit 2
9.00 MPU 3313/03

Unit 2
9.30 MPU 3313/03
Unit 2
10.00 REST
10.30 WUC 203/03
Unit 1
11.00 WUC 203/03
Unit 1
11.30 WUC 203/03
Unit 1
12.00 WUC 203/03
Unit 1
12.30 WUC 203/03
Unit 1
1.00 LUNCH
1.30 LUNCH
2.00 WUC 107/03
AT
Unit 1
2.30 WUC 107/03
WORK
Unit 2
3.00 WUC 107/03
Unit 2
3.30 WUC 107/03
Unit 2
4.00 REST
4.30 WUC 203/03
Unit 2
5.00 WUC 203/03
Unit 2
5.30 WUC 203/03
Unit 2
6.00 WUC 203/03
Unit 2
6.30 WUC 203/03
Unit 2
7.00 DINNER
7.30 DINNER
UNIT 5 19

8.00 MPU 3313/03
DINNER
Unit 2
8.30 MPU 3313/03 MPU 3313/03
Unit 2 Unit 3
9.00 MPU 3313/03 MPU 3313/03
Unit 2 Unit 3
9.30 MPU 3313/03
REST
Unit 3
10.00 WUC 107/03
REST
Unit 3
10.30 WUC 107/03 WUC 203/03
Unit 3 Unit 3
11.00 WUC 107/03 WUC 203/03
Unit 3 Unit 3
11.30 WUC 107/03 WUC 203/03

Unit 3 Unit 3
Table 5.2 Daily and weekly revision planner
All your waking hours are listed in this planner. Block out or shade the times you
have breakfast, lunch, dinner and the times you are taking a break. You will not be
revising or studying during these times. If you are working, block out all the times
you are at work. You are not supposed to be revising your notes during your working
hours. As for the rest of the time slots, fill them up with the subjects you need to
revise. You will notice that you have very little time left for revision. Therefore, you
really need to begin studying as early as possible. Finally, remember that you need
to stick to your plan.
Revising
Overcoming anxiety and facing examinations successfully also depends on doing

effective revision. Do exercises or tests that cover the whole subject. When attempting
a sample or past year examination papers, do it as though it is the real examination.
For instance, follow the time limit, number of words required for answers, etc. This
will help you get rid of your anxiety on the actual examination day. Switch revision
between subjects to avoid becoming bored of a single topic. Look for fresh sources
of information other than the notes have prepared. Try the internet, for example,
for additional resources. The most effective way to approach a revision session is
to focus on understanding rather than memorising. Consult your course mates or
tutors if you are still unclear on a subject or topic. Lastly, make your family aware
of the fact that you need some peace and quiet during this time, so they know when
not to disturb you.
Activity 5.4
The following are group activities. Form a group of four or five

and discuss the following:
1. The things that you can do in a study group to help you study
better.
_________________________________________________
_________________________________________________
2. What are the similarities and differences in each other’s monthly,

weekly and daily planner?
_________________________________________________
_________________________________________________
Getting information on the test
One of the ways to deal with anxiety is to find out everything you need to know
about the test. Never take a test without knowing something about its format.
Now, let’s take a look at the specimen paper for this course, WUC131/03 Learning
Skills for university Studies. You can find it on the WawasanLearn.
• How much do you know about the format?
• How many parts or sections are there in this paper?
• How many marks are allocated to each part?
• What type of questions will be asked  objective type questions (matching,

blank-filling, true-false, multiple-choice) or subjective type questions (short
answers, essay)?
• How will the questions be phrased?
• How much are you expected to write?
• Will there be questions on all the five units covered in this course?
• Will some of the questions be similar to the ones in the Self-test section of
this book?
• How many times can you take the test?

UNIT 5 21
If you familiarise yourself with the test now, it will be like meeting an old friend
when you see it on the day of the test! Therefore, make sure you go through all the
exercises and self-tests in your course materials and the questions from sample or
past year papers.
Activity 5.5
Fill in the table with information about the test paper you are going
to sit for at the end of your course. For example, WUC 131/03
Learning Skills for University Studies.
Name of the test WUC 131/03 Learning Skills

for University Studies
1. Date of the test.
2. Time and place of the test.
3. Number of sections.
4. Number of questions in
each section.
5. Marks allocated to each
section.
6. Types of objective
questions.
7. Types of subjective questions.
8. Units which will be tested.

9. Are questions identical or
almost similar to those in
course book?
10. How much must I write?
Construct a similar table and fill in information about the other

courses you are studying. Remember, the more you know about
your test, the less worried and anxious you will be.
Web Reference
1. http://www.answers.com/procrastination (Accessed 12 February

2016)
2. http://www.testtakingtips.com/anxiety/ (Accessed 15 February

2016)
3. http://www.studygs.net/tstprp1.htm (Accessed 12 February 2016)
4. http://www.studygs.net/tstprp2.htm (Accessed 12 February 2016)
Summary
This section discussed some of the main causes of test anxiety such
as poor study habits, poor organisation, poor time management,
fear of failure, bad experience from previous tests, studying at the
last minute, etc. Four strategies to help you reduce test anxieties
are also presented: be well-prepared, don’t procrastinate, prepare a
revision planner, and get information about the test.
Self-test 5.2
Here is another Self-test. Basically, it tests your recall and gives you an
opportunity to develop your determination to end procrastination.
Do not simply complete the self-test mentally. Do write down the
answers as well.
1. List two main causes of test anxiety.
a. ______________________________________________
b. ______________________________________________
UNIT 5 23
2. Briefly describe the three strategies below that are used to reduce
test anxiety:
a. Be well-prepared.
_______________________________________________
_______________________________________________
b. Don’t procrastinate.
_______________________________________________
_______________________________________________
c. Get information about the test.
_______________________________________________
_______________________________________________
Did you complete the Self-test? If you did, congratulations! You have tackled
procrastination.
UNIT 5 25
5.3 Strategies for Answering Different

Types of Test Questions
Objectives
1. Name and identify the different types of objective tests.
2. Name and identify the different types of subjective tests.
3. Describe the strategies for answering the different types of tests.
4. Introduction to test-taking at WOU.
Introduction
It may have been a long time since you last sat for an examination. In the next section,
we will refresh your memory of the different types of test questions.
There are many different types of test questions that you will face in the examination.
It is important that you know what these tests are and what is required of you
when you answer each type. In fact, if you know them well, you will not be afraid
to tackle them.
Types of test questions

There are basically two main categories of tests  objective tests and subjective
tests. We have summed up these two categories visually in the table below.
Objective tests Subjective tests

• Multiple-choice questions • Short-answer questions
• Matching questions • Essay questions
• True/false questions
• Fill-in-the-blank questions
Objective tests
A lot of students tend to think that objective tests only refer to tests with multiple-
choice questions (MCQ), i.e., tests where you choose from options A, B, C or D.
That is only partly true. From the table above, you can see that objective tests also
include matching, true/false and fill-in-the-blank questions.
In objective tests, there is only one right answer to a certain question. When
examiners all over the country mark the test scripts, they look for only one particular
answer. That is why it is called an “objective” test  awarding marks is “objective”,
i.e., an examiner need not decide or wonder whether an answer is right, wrong or
partially correct, or whether the answer is well or badly-written. You can be sure
that you will be evaluated quite fairly in an objective test. For example, in the
question, “In what year did Malaya gain its Independence?” The examiners will
accept only one answer: “1957”. All other answers will not be accepted. In a
true-false question, you may be asked to decide whether a statement is true or
false. For instance, in this statement “Malaya gained its Independence in 1957.
True or False”. In this case, the answer is True.
For example, you may be required to fill in the blanks for which there is only one
correct answer for each blank. The purpose of objective tests is to measure your
knowledge of a certain subject by asking you to identify the correct answer which
is hidden among wrong answers. When you answer an objective question, all the
information you need to work with is found in the question.
We will discuss the four different types of objective questions in detail later.
Let’s find out what subjective tests are.
Subjective tests
You have just seen that in an objective test, only one answer is expected of a certain
question. What about subjective tests?
Being asked to write an essay of about 300 words, for example, is a subjective form
of testing. Fifty different students will write fifty different essays. There is no definite
answer. In an essay about the events leading to the Independence of Malaya, the
information presented by the students may be more or less the same, but the way
the students present the facts will be different. How much you write depends on
how much you know or have read on the topic. Then, there is the quality of writing;
some may give a clear explanation of the events leading to the Independence while
some may write so badly that the examiners struggle to understand what is being said.
Therefore, in a subjective test, examiners can expect a very wide range of answers.
That is why examiners sometimes have to exercise a certain amount of subjective
judgement in deciding whether an answer is satisfactory, hence the name ‘subjective
tests’.
UNIT 5 27
Strategies for answering different types of test questions

Having seen the two different types of tests; objective and subjective, we will now
look at the strategies in answering them. Doing well on a test involves more than just
‘knowing your stuff ’, you must have a strategy! What do we mean by strategy? It is a:
• Plan. A consciously intended course of action often made in advance of the

actions to which it applies.
• Ploy. A specific manoeuvre intended to outwit an opponent or competitor.
• Perspective. A way of acting and responding.
In this case, it is a plan, ploy and perspective that is required of you in order to sit
for the test effectively.
Multiple-choice questions (objective type)
This is probably the most common of the objective type test questions. The multiple-
choice question or MCQ relies heavily on your ability to read quickly and choose
the answer. An MCQ question consists of three parts:
1. Root  this part of the question contains the underlying facts.
2. Stem  this part contains the call of the question or direction; in other
words it tells you what to do.
3. Options  these are the choices given as answers.
If y = (x + 3)2, then (−2x − 6)2 must equal which of the following?
root stem
A. −4y2
B. −2y2
options
C. −4y
D. 4y
Figure 5.2 Parts of an MCQ question
In the next section, we will look more closely at the strategies used in dealing with
various types of objective questions.
Strategies for answering multiple-choice questions
1. Eliminate the wrong answers
Look at Question 1. Let’s say you do not know which year Malaysia gained
its Independence. You only know that it is not 1956 (Option B) because
1956 was the year your mother was born, and she told you that Independence
came after she was born. That rules out 1956. (Option B)  the year before
she was born. It also eliminates 1955 (Option A)  the year prior to that.
Now, that leaves you with either 1957 or 1958. The probability of getting
the right answer is better with two choices, right? If you picked, 1957, then
you are correct.
Question 1
When did Malaya gain its independence?
A. 1955
B. 1956
C. 1957
D. 1958
2. Make an educated guess
Look at Question 2. Let’s assume you do not know who our first Prime
Minister was. You know that Dato’ Seri Abdullah Ahmad Badawi (Option D)
and Tun Dr. Mahathir Mohamad (Option C) were our recent previous Prime
Ministers. So, they cannot be the first Prime Minister. Now, that leaves you
with two choices  Option A or Option B. You cannot remember the full
name of the first Prime Minister, but “Rahman” sounds vaguely familiar 
try and make an educated guess! Yes, the first Prime Minister was Tunku
Abdul Rahman. Therefore, by thinking through the options provided and
with a little bit of guess work you may actually pick the correct answer.
Remember, you are just as likely to guess the right answer as the wrong one.
Question 2
The first Prime Minister of Malaysia was
A. Tun Abdul Razak.

B. Tunku Abdul Rahman.
C. Tun Dr. Mahathir Mohamad.
D. Dato’ Seri Abdullah Ahmad Badawi.
UNIT 5 29
3. Pay special attention to “All of the above” and “None of the above” statements
Sometimes, you may come across the options, “All of the above” or “None
of the above”. Make sure that you read all the options carefully before you
pick these two options as your answer.
Look at Question 3. Read all the options given carefully. There is one wrong
answer  Toyota is not a Malaysian car. Therefore, do not choose option D
 “All of the above”. It definitely cannot be the answer.
Question 3
Which of the following are Malaysian cars?
I. Waja
II. Kancil
III. Toyota
IV. Iswara
A. I and III
B. III and IV
C. I, II and IV
D. All of the above
Look at Question 4. Do you know of at least two Australian cities? If you

can find two correct answers, there is a great possibility that “All of the
above” is correct.
Question 4
Which of the following are Australian cities?
I. Canberra
II. Sydney
III. Adelaide
IV. Brisbane
A. II and III
B. I, II and III
C. I, II and IV
D. All of the above
What about “None of the above” statements? If you can find at least one
correct answer, you can safely eliminate option D.
Look at Question 5. You know that USB flash drives are also known as pen
drives. You have found at least one correct answer. That means “None of
the above” can be ruled out.
Question 5
USB flash drives are also known as .
I. chip sticks
II. pen drives
III. disk drives
IV. thumb drives
A. II and III
B. I, II and III
C. I, II and IV
D. None of the above
Matching questions (objective type)
This type of test requires you to match one list of items to another list. Look at
Question 6. You know that the capital of France is Paris. What is the capital of
Mongolia or Romania? Try applying the strategy below to work out the capitals of
those two countries.
Question 6
Match the countries in the left column with their capitals listed in the right column:
States Capitals
1. France A. New York
2. Romania B. Bangkok
3. America C. Tokyo
4. Mongolia D. Paris
5. Thailand E. Bucharest
6. Japan F. Ulan Bator

UNIT 5 31
Strategies for answering matching-type questions
1. Use one list as a starting point and study the second list to find a match.
2. Make the matches that you know first.
3. In this case, if you know Paris is the capital of France, cross out Paris first.
4. Keep doing this until you are left with a few items.
5. Your chances of finding the right answer increases when you are left with
fewer options.
Assume you are left with Bucharest and Ulan Bator. Based on the pronunciation,
which of the two cities sounds like the capital of Romania? (Your answer:
__ ) Which one is the capital of Mongolia? (Your answer: )
True/false questions (objective type)
This type of question provides you with a statement and you must decide whether
it is true or false. Here are some strategies for handling true/false type questions:
Strategies for answering true/false questions
1. Pay close attention to negatives
Negatives can be confusing. If a question has negatives such as “no, not,

cannot”, drop the negative and read the rest of the statement. From here,
decide whether the statement is true or false. If it is true, its opposite, or
negative, is usually false. Look at Question 7. Read the question as, “In
Malaysia, those below 21 years of age are allowed to vote”. This statement
is false, so the statement below is true.
Question 7
In Malaysia, those below 21 years of age are not allowed to vote.
True False
2. Look for parts that will make the statement false
To make a statement false, a test writer will have to include false information.
Look for it: “ASEAN was founded in 1967 by six countries, i.e., Indonesia,
Malaysia, Philippines, Singapore, China and Thailand.” For a statement to
be true, it must be true completely. If any part is false, then the statement is
false. In Question 8, China is not part of ASEAN. So, the statement is false.
Question 8
ASEAN was founded in 1967 by six countries, i.e., Indonesia, Malaysia,

Philippines, Singapore, China and Thailand.
True False
3. Extreme modifiers usually make the statement false
Look for extreme modifiers, such as always, all, never, none, only, best, worst,
everybody or nobody. These words make it more likely that the question is
false. Look at Question 9 and Question 10:
Question 9
Very few students in my school understand the works of Shakespeare.
True False
Question 10
Everybody in my school understands the works of Shakespeare.
True False
Question 9 which contains the words ‘Very few’ appears more plausible
compared to Question 10 that uses the word ‘Everybody’. The use of the
extreme modifier “everybody” suggests every single person, without any
exception.
4. Qualifying words usually make the statement true
Qualifying words like usually, frequently, often, sometimes, some, seldom,

many, a majority, most, might, may or a few usually make the statement true.
UNIT 5 33
In Question 11, the use of sometimes makes it very likely that the statement
is true. If an extreme modifier like always is used as in “He always wins all
his matches”, it is likely the statement is false. We do not believe he always
wins all the matches. He is bound to lose occasionally.
Question 11
“He is a good badminton player, but he sometimes loses the match.”
True False
Fill-in-the-blank questions (objective type)
We consider some types of fill-in-the-blank questions to be similar to MCQ and

matching questions. In this type of questions, you choose from a list of words given
to fill in the blanks. Read the text below.
Question 12
Fill in the blanks with the following words:
blossom grow brown old doctor varieties metres
Apples are a type of widely-cultivated fruit that grows on trees. Apple trees 1
in cold and temperate climates throughout the world. There are many different
2 of apples, including Jonathan, Granny Smith, and Red Delicious.
An apple tree can grow to over 35 3 tall. Each spring, an apple tree produces
pink and white flowers. After a 4 has been pollinated, an apple develops. Inside
each apple are small, 5 seeds, which can grow into new apple trees. Apples are
a healthy snack; there is an 6 saying, “An apple a day keeps the 7 away.”
Strategy for answering filling the blank questions
1. If the blank has the letters ‘an’ in front of it, that means you look for a word
that starts with a/ e/ i/ o/ u. This applies to blank number 6.
2. If the blank has the letter ‘a’ in front of it, you look for a word that starts
with a consonant like c, d, f, g, h, etc. Look at blank number 4.
3. Check the tense form used in the text. For example, blank number 1. The
answer to this blank should be in present tense.
Short-answer and essay questions (subjective type)
Short-answer and essay questions are known as subjective questions. There are no
fixed answers to such questions. They can be difficult because there are so many
ways to answer them. However, there is one major difference between short-answer
and essay type questions. For a short-answer question, you only need to write a few
sentences and in some cases, a short paragraph. For an essay question, you need to
write a longer answer, sometimes up to several pages for a single question. But the
strategies for answering these two types of test questions are similar. Part A of the
examination paper for Learning Skills consists of short answer questions.
Strategies for answering short-answer and essay questions
1. Read the instructions
Read the instructions carefully. Find out how many questions you must
answer. Sometimes you have a choice, you are allowed to choose four out
of six questions to answer. If that is what the instruction says, answer only
four. Do not waste valuable time answering all the questions, you will only
be awarded marks for the first four questions that you have answered.
Some students think that the examiners will mark all the questions and then
award marks for the two best answers. Well, that is not true. If you answer
six questions when only four are required, the examiner will only mark the
first four. Hence, if your last two answers are your best, they will be ignored.
You would have only wasted precious time.
2. The length of your answer depends on the marks allocated
Look at the table. How much should you write for each of the question?
Sections Questions
Section A Question 1 (10%)
40% Question 2 (10%)
Question 3 (10%)
Choose 4 out Question 4 (10%)
of 6 questions Question 5 (10%)
Question 6 (10%)
Section B Question 5 (20%)
60% Question 6 (20%)
Question 7 (20%)
Choose 3 out Question 8 (20%)
of 5 questions Question 9 (20%)
The weightage for Section B is much more than Section A. Therefore, the
length of the answer for the questions in Section B should be much longer
and more detailed.
UNIT 5 35
3. Divide your time wisely
Look at the above table again. If the duration of the test is two hours, how
much time should you spend on each section?
Since the weightage for Section A is 40% and B is 60%, you should spend
45 minutes on Section A and 1 hour 15 minutes on Section B. In Section
A, there are four questions. Based on the marks allocated, you should spend
about 10 minutes for each question and 5 minutes for checking them. That
makes it a total of 45 minutes. It is important that you constantly keep track
of the time when you answer this type of questions. For Section B, you have
three questions. Spend about 25 minutes for each question.
4. Understand what type of information you have to provide
In order to understand the information required of the question, take a few

minutes to think about what you are supposed to write about. Pay special
attention to the key words in the question such as analyse, compare, contrast,
define, describe, etc. The table below lists some key words that you may have
seen and what you are expected to do:
Key words What you have to do

Analyse Break the topic into parts and show how the parts relate
to each other to make the whole.
E.g., Analyse the following poem by Robert Frost
Compare Write about the similarities and differences.
E.g., Compare the personalities of John and James in
the story.
Contrast Write about differences.
E.g., Contrast the works of Shakespeare with that of
George Bernard Shaw.
Criticise Write about the good and bad points, as well as the
limitations. Conclude whether it is good or bad.
E.g., Write a critique of Dan Brown’s “The Da Vinci Code”.
Define Explain the meaning of something in a brief, specific
manner.
E.g., How do you define Academic Integrity?
Describe Give a full and detailed picture of something in words
so that it can be visualised.
E.g., Describe how Mr. Ibrahim solved the problem of
indiscipline in his school.
Diagram Draw a picture and label its parts.
E.g., Draw a diagram of the parts of a battery.
Discuss Write as much as you can on the topic.
E.g., Discuss the effects of haze on tourism in Malaysia.
Evaluate Write about the advantages and disadvantages. Finally,

conclude whether it is good or bad.
E.g., Write an evaluation of the program’s effectiveness in
overcoming smoking among school students.
Explain Discuss reasons. Provide facts and reasons to make
something clear and understandable.
E.g., Explain why Hamlet is your favourite character.
Give examples Provide specific instances, places, events, people, etc.,
as is required.
E.g., Give two examples of divergent thinking.
Illustrate Draw a picture and label its parts. Give a long written
example to explain something.
E.g., Give an illustration of Edward de Bono’s CoRT 4 for
generating creative ideas.
Identify To name or state.
E.g., Identify four strategies to reduce test anxiety before
and during an examination.
Interpret Explain, translate, provide examples and give your
opinion.
E.g., Interpret the following lines from William Blake.
Justify Provide reasons and facts to support the topic.
E.g., What are the justifications for higher interest rates?
List Present information as a series of points.
E.g., List the importance of good listening skills.
Outline Present important information in an organised manner.
E.g., Outline the steps involved in the preparation of an
oral presentation.
Prove Cite evidence or proof, giving clear and logical reasons.
E.g., Can you prove that the butler murdered the guest?
Relate Write about the connection between topics.
E.g., To what extent can you relate badly constructed
roads to the high rate of road accident?
Review Examine, analyse and comment on the topic critically.
E.g., Write a review the novel “Pride and Prejudice”.
State Present the main points in a clear and concise manner.
E.g., State the action that can be taken against reckless
drivers.
Summarise Present the main points in a brief manner.
E.g., Summarise the passage below in not more than
100 words.
Trace Present information in the order something occurred.
E.g., Trace the events leading to the Independence of
Malaya.
Table 5.3 Key words used in short-answer and essay questions.
UNIT 5 37
5. Prepare an outline
Based on the explanation of the key words given in the box above, prepare
an outline of your answer. Include an introduction and conclusion to your
answer. Illustrate your answer with examples where possible.
6. Write legibly
In a subjective test, it is important to write legibly. This means you should

write neatly and clearly so that your examiners can read your handwriting.
You may have the knowledge but if the examiners cannot make out what
you have written, you cannot expect them to award you marks. Research
has shown that students who write clearly and legibly tend to receive
higher scores in examinations. Some students may not be aware that their
handwriting is illegible; they assume it is readable. If you have been told
by others that your writing is illegible, make sure you try to improve it. It
would be a shame to lose marks or fail just because your examiner could
not read what you have written.
7. Enumerate your points or use transition markers
To enumerate means to name each one in a proper order. In a short-answer or

an essay question, it is good for you to enumerate your points. For example,
if you are asked to give five reasons why a certain decision was made, do
not just write your answer in one long paragraph but you can divide your
answer into paragraphs in this manner:
Paragraph 1: First reason

Paragraph 2: Second reason
Paragraph 3: Third reason
You can also use transition markers like, “Firstly…, Secondly…, Thirdly…,
Fourthly…, Fifthly…” when moving from one paragraph to another. By
writing out your answer this way, your examiners can see that you have
listed the five reasons, instead of making them search for your five reasons
hidden within your essay.
8. Do not use SMS lingo
Never ever use the language of the short message service or SMS in tests
or examinations! Your answers must be written in formal English instead
of “B4”, “TQ”, “u r”, do write “before”, “thank you”, “you are”, etc. Not
everyone understands what these contractions or short forms mean. Do
not use SMS language even if you are sure your examiners can understand
them. You are writing for an examination, not communicating with friends
from your mobile phones.
Introduction to test-taking at WOU

In this section, we will introduce you to test-taking as an open distance learner
at WOU. However, your final examination will be a pencil and paper one which
will be conducted at one specific location. Most of you are busy, working adults.
We realise that your needs are different and unique. The use of technology enables
flexibility which in turn allows you to exercise choice and self-management in the
way you approach your learning. The online format, for instance, allows you to
complete assignments when it is convenient to you but within a deadline. It not
only allows you to pace your learning, but also your assignments. The end of the
semester examinations in WOU are held the traditional way.
Web Reference
1. https://www.kent.ac.uk/ai/ask/documents/step_1_Instruction_
verbs.pdf (Accessed 15 February 2016)
2. http://www.springerlink.com/content/l044v73x28312675/
(Accessed 15 February 2016)
3. http://www.open.uoguelph.ca/prospective/distance-education/
4. http://www.audiblox2000.com/ (Accessed 15 February 2016)
5. http://www.learningstore.org/ (Accessed 15 February 2016)
Summary
In this section, we introduced you to the different types of test

questions you will be taking at WOU. Besides that, this section
has also introduced you to online tests and strategies required to
answer all these types of test.
UNIT 5 39
Self-test 5.3
Go to the learning skills course website and try the Learning Skills’
specimen exam paper. When you have completed it, answer the
following questions:
1. Did you face any problems accessing the test? If you did, what
were they?
_________________________________________________
2. How many times did you attempt the test?
_________________________________________________
3. Were you able to complete the test on time?
_________________________________________________
4. Did you find the online test relevant and interesting? Why?
_________________________________________________
UNIT 5 41
5.4 Strategies on the Day of the Test

Objectives
1. List the strategies to reduce test anxiety on the day of the exam.
2. List the strategies for reducing anxiety during the exam.
Introduction
We have just discussed the strategies for answering objective and subjective tests. To
be well-prepared for the examination, we assume you have had lots of practice with
the various types of questions. Now that you are ready to face the examination, let’s
see what you have to do to reduce test anxiety on the day of the examination, and
during the examination itself. Of course, the night before the examination is equally
important, you need to go to bed early and wake up early as well.
Strategies for reducing test anxiety on the day of the examination

All right, it is the big day  the day you take your examination. The 21 weeks of
lectures, tutorial, assignments, reading, discussion and the occasional sleepless nights
will culminate in the examination. If you experience test anxiety, as we mentioned
before, it is normal. This section is devoted to dealing with your anxieties on the
day of the examination.
Eating well
You need to be healthy to perform well in the examination. You do not want to
fall ill during this crucial period. So start by learning to eat a healthy diet. Eating
a variety of nutritious food does not just give your body a boost; it also benefits
your brain cells.
Do not skip meals. Some students skip meals so that they have additional time to
study. If you are weak and hungry, you will not be able to concentrate on your studies
or be at your best during the examination. On the actual day of the examination,
do not overeat because you do not want to feel sleepy or suffer an upset stomach.
Be in top form to enhance your chances for success.
Dressing comfortably
While you are hard at work answering the questions, you definitely do not want to
feel uncomfortable. So on test days, dress comfortably so that your concentration
and subsequently your performance is not affected.
Getting materials ready
Find out what materials or documents you are required to bring on the day of the
examination. Make a checklist of the things you need. If a scientific calculator is
required, make sure you bring it or you will be at a great disadvantage. Remember
to bring proof of identity, for example, your identity card or student card as well as
the exam slip which you need to print out from the student portal. The invigilator
needs proof that the candidate sitting at your desk is indeed you. Bring several
2B pencils and an eraser if that is also a requirement.
What else do you need? Make a checklist a few days before the examination and
refer to it each day before you leave home for the examination. And one final thing:
Double check the time and venue of the examination. Do not end up going at the
wrong time or to the wrong place!
Here is an example of a checklist you can make for yourself:
• Date of test:
• Time of test:
• Venue of test:
• Scientific Calculator
• Other mathematical instruments
• Several 2B pencils (sharpen them)
• Eraser
• Pens (must be in working order)
• Ruler
• Identity card
• Test slip (with index number)
• ……………….
• ……………….
Note: Put all the stationery and identification you need into one see-through plastic
case. Use it for all your examinations.
UNIT 5 43
Being early on the day of the examination
Make sure you arrive early on the day of the examination. Make allowances for traffic
jams and other unforeseen circumstances that might prevent you from arriving early.
If you are late, you may not have time to relax your mind before the examination
begins. Can you imagine how stressful it is to walk in when everyone has begun
writing? Or worse, you may not be allowed to take the examination at all!
Positive thinking
Think positive. Say to yourself, “I will do well. I have prepared well for this test.”
This is a quotation by Henry Ford:
“Whether you think that you can, or that you can’t, you are usually right.”
It means that if you think you can do it, then you will be able to do it. And if you
think you cannot do it, you will find that you are right  you cannot do it!
If you have got yourself thinking positive thoughts, avoid people who have negative
thoughts. They may tell you the test will be difficult, the facts will be hard to
remember or that many will fail. You will be surprised how capable people like these
are of influencing you. So, avoid such people.
Strategies for reducing anxiety during the examination

You are finally seated in the examination centre and the test paper is right in front
of you. You have prepared well and are familiar with the format. You probably have
the right frame of mind. What do you do now? Here are some strategies to reduce
your test anxiety during the test:
Reading instructions carefully
Before reading instructions to questions, check where and how you need to write
your index number. Do so correctly and clearly.
You are familiar with the test format, but it is advisable for you to read and reread all
the instructions carefully. There might be slight unexpected changes in the format.
The instructions for each section or part of the test paper may be different. When
you know what is expected, you will feel less anxious.
Find out how many questions you are required to answer in the different sections.
Do you have to answer all the questions or do you have a choice? Find out how
many marks are allocated for each section as well as question.
Previewing the test paper
You are usually given five to ten minutes to go through the question booklet before
the test begins. Make full use of that time. This is to give you an idea of what you
are going to do before you actually begin writing. Decide which questions you are
going to answer first. Remember, you do not have to answer in the order the test is
laid out. You can always begin by answering the last question first.
Do check the number of printed pages. If it is stated on the cover of your question
booklet that there are 12 printed pages, make sure that there are 12 printed pages
in your booklet. More importantly, check that you are sitting for the correct paper
by looking at subject code.
Answering easy questions first
Answer all the easy questions first, whether they are true/false, multiple-choice,
blank-filling, essay, etc. When you are sure your answers are correct, your confidence
level will go up and your anxiety level will decrease.
Asking for clarification
If you are unsure of what is required of a certain question, ask the invigilator. There
may be others who are also unclear about the question. Do you remember the times
in school when the teacher kept interrupting to explain something about the test?
By seeking clarification, you will reduce your own anxiety, and that of others as well.
Trying to answer all questions
Answer all the questions you are supposed to answer, including those you do not
know. Apply the strategies discussed earlier for the questions that you find difficult
to answer. If you leave them unanswered, you will not be awarded any marks at
UNIT 5 45
all. By attempting them, there is a possibility you may get some marks. These few
marks can make a difference between a pass and a fail, a credit and a distinction.
The same goes for short-answer and essay type questions.
Studying other questions for clues
Let’s say you cannot answer Question 10. There might be clues in another question to
help you answer this question. This is especially true in tests with a lot of questions.
Useful information can be found in multiple-choice, matching, true/false, blank-
filling and even essay questions. Look for the information!
Checking your answers
If you have extra time left, check your answers to all the test questions. You previewed
the questions before starting the test. Now, review your answers. You may be able to
detect and correct errors in your responses. It would be a waste if you did not notice
the mistakes because a few marks can make a difference. Also remember that you
should not sleep in the exam hall after the test. It is considered bad manners to do so.
Strategies after the examination

Strategies after the examination? Yes, there are things that you can do after the test
to ensure that you do not worry immediately before your next test. Whether you are
satisfied with your performance or not, give yourself a treat. Go for a hearty lunch
or dinner at your favourite restaurant or see a movie.
Do not discuss the test or how you performed with your family, friends or course
mates. This is because you tend to discuss questions that you were not sure of or
did not answer well. During the course of discussion, others may tell you that your
answers were wrong or inadequate. Consequently, you may end up feeling worried
or anxious and this may affect your performance in the next test. Maintain a positive
feeling throughout.
Activity 5.6
This is a powerful visualisation activity to reduce anxiety.

Dr. Maxwell Maltz, in his book Psycho-Cybernetics, reports that
mentally performing skill-developing activities is nearly the same as
the actual performance. For example, a person practising throwing
darts mentally improves his aim as much as a person actually
throwing darts. In an experiment, Dr. Maltz reported that a group
of students who practised 20 minutes sinking basketball free throws
every day improved their scoring by 24 percent. Another group of
students who practised the same skill in their imagination improved
by 23 percent.
C.G. Kop, a recognised authority on teaching piano, recommends

that all pianists “practise in their heads”. What is the relevance of
this information to you? If you want to reduce anxiety on the day
of the examination, you should:
• mentally visualise yourself sitting calmly for the test.
• see yourself at your place in the examination centre.
• see the invigilators distributing the examination booklets to the

candidates.
• hear the chief invigilator giving the instruction to begin writing.
• see yourself writing calmly and without anxiety.
• at all times, see yourself being calm and happy.
Allocate 10 to 20 minutes daily to practise this visualisation exercise

until the day of the examination and see if it works for you.
Web Reference
1. http://www.utexas.edu/student/utlc/learning_resources/
2. http://www.yorku.ca/cds/lss/ (Accessed 12 February 2016)
3. http://gwired.gwu.edu/counsel/index.gw/Site_ID/5176/Page_
ID/14095/ (Accessed 12 February 2016)
UNIT 5 47
Summary
The section deals with strategies to reduce test anxiety on the day
of the examination, during and after the examination. Some of the
strategies include being prepared, being early and thinking positive.
The strategies for reducing anxiety during the examination are
also highlighted such as previewing the test paper, clarifying doubts
and checking answers. The strategies suggested for reducing anxiety
after the examination are avoiding discussion on the paper and
giving yourself a treat.
UNIT 5 49
5.5 Academic Integrity

Objectives
1. Define Academic Integrity and explain its importance.
2. State the various forms and consequences of Academic Dishonesty.
Introduction
We end Unit 5 with a look at Academic Integrity. Integrity relates to all areas of our
lives and is an integral component of our spiritual, political and economic well-
being. The Integrity Institute of Malaysia (IIM), for instance, was set up in 2003
by our then Prime Minister, Datuk Seri Abdullah Haji Ahmad Badawi, to enhance
integrity as a way of life for Malaysian society  from the public and private sectors,
political parties, non-governmental organisations and the public. Apart from IIM,
most sectors have bodies to monitor integrity. In business for example, there is the
Business Ethics Institute of Malaysia (BEIM) which is an organisation committed
to promoting ethics through education, inculcation and nurturing of values such
as honesty, fairness, integrity and self-regulation among businesses. The Malaysian
Medical Association, as a professional body representing medical practitioners in
the country, pledges that it will uphold the image and credibility of the medical
profession by ensuring that its members provide the highest standard of health care
to Malaysians.
So what role does integrity play in academia? As mentioned earlier, as a student here
at WOU, you need to sit for tests and examinations and prepare assignments and
projects. This is where the issue of integrity plays a very crucial role. In fact, one of
the greatest problems faced by schools, colleges, universities and other institutions
of learning nowadays is Academic Integrity. We all know that studying can be highly
stressful. When we cannot understand our texts, lectures or notes, we are under even
greater stress. We want to obtain high grades or just a fair grade and when that does
not seem possible, we think of an easy way out  cheating.
What is academic integrity?

What is Academic Integrity? Let us see how the dictionary defines it.
Academic: adjective. 1. connected with education, especially at college or university

level. 2. concerned with studying from books, as opposed to practical work.
Integrity: noun. 1. the quality of being honest and of always having high moral
principles. 2. the state of being united as one complete thing.
(Source: Longman Dictionary of Contemporary English, 3rd edn., Essex: Pearson

Education Limited, 2001)
In general, academic integrity involves honesty, trust, fairness, respect, and

responsibility at school, college or university level. We are not born with integrity.
Although schools do provide lessons in moral values and religion, it cannot really
be “taught”. Integrity is a quality that you need to nurture and put into practice
every day. You need integrity in all areas of your life  in academic pursuit and
in your workplace environment. Whether the issue is big or small, important or
insignificant, integrity should be upheld at all times.
At WOU, we regard Academic Integrity very highly. WOU seeks not only to develop
you intellectually, but morally. As a student, you should strive to maintain the highest
academic integrity possible. We want you to be proud of yourself, as much as we
want to be proud of you.
Forms of academic dishonesty

In any discussion of academic integrity, the issue of Academic Dishonesty would
inevitably be brought up. What is academic dishonesty? In simple terms, it means
cheating or dishonest behaviour in an academic environment. Academic Dishonesty
involves the following activities:
Cheating
Cheating in an academic setting means using or attempting to use unauthorised

materials or information to gain an advantage over your fellow students. It also means
giving unauthorised assistance to others or receiving assistance from unauthorised
sources. The following are examples of cheating:
• Getting someone else to do your assignment and then passing it off as yours.
Some students may even pay others to do their work or research for them.
• Copying someone else’s efforts for your course assignment.
• Allowing someone else to copy your work.
• Making use of someone else’s work and claiming it to be yours.
• Making use of calculators when it is not permitted in an exam.
• Smuggling notes into the test centre and referring to them in an examination.
• Alteration of answers to a returned test.

UNIT 5 51
• Downloading or copying computer files belonging to someone else without

the person’s knowledge or permission.
Fabrication
Fabrication means making up false information or data and then presenting it as

factual information. Here are some examples of fabrication:
• Making up false quotes, statements, data, or sources for your assignment.
• Citing a source that was not used in your assignment.
• Alteration or falsification of records related to your academic performance.

For example, claiming to be a straight A student in your application for entry
into a university when you are not.
Facilitation
Facilitation means to make an activity easier, such as your course assignment or

a test. Facilitation may include seeking advice from your friends and tutors, but
that is not being dishonest. Facilitation that is considered dishonest means making
an academic activity easier for yourself by preventing your own intellectual
development. Receiving test answers from another student, for example, does not
indicate or improve your intellectual development. Here are other examples of
dishonest facilitation:
• Providing test answers to another student.
• Giving or receiving unauthorised assistance to another in the form of copying

an assignment or during an exam.
• Not reporting to your tutor or the college/university that another student

copied during an examination.
Plagiarism
Plagiarism means intentionally or unintentionally using an author’s words, ideas or

research without giving credit or acknowledgement to the author. The following
are considered plagiarism:
• Not citing the references and sources used in your assignment.
• Using identical structures in an author’s work without citation and reference.
• Paraphrasing and quoting an author’s work without citation and reference.
• Stating facts and research that are not common knowledge without proper
citation and research.
To avoid plagiarism, every quotation that you use in your assignments must be
indicated by quotation marks and cited in the text or in the reference section.
Stating common knowledge, such as naming the five prime ministers of Malaysia is
not plagiarism. However, quoting information that is common knowledge among
academic circles must be acknowledged.
Other forms of academic dishonesty
Some forms of Academic Dishonesty are considered criminal. This means you
can be charged in a court of law and sent to prison if found guilty. Such forms of
Academic Dishonesty are:
• Gaining information of the contents of a test before the actual examination

(e.g., buying photocopies of stolen test papers).
• Breaking into an institution and stealing or making copies of a test.
• Using bribes, threats, close personal relationships and other illegal means to
earn grades.
Academic Dishonesty also includes denying other students to academic resources

and materials, or deliberately preventing the academic progress of another student.
Examples of such an offence include:
• Making books, journals and other reference materials from the library
unavailable to others by stealing, hiding, defacing or destroying them.
• Giving other students misleading or false information.
• Altering information in computer files belonging to others.
Consequences of academic dishonesty

Students who are involved in Academic Dishonesty will be punished. This would
take various forms, depending on the school, college or university concerned. It
also depends on the age of the student concerned and the severity of the offence.
In a kindergarten, the teacher will advise the child not to repeat the dishonest act
again or he will report to child’s parents. In a school, the student may be given a
failing grade. In a public examination, the student would not only be given a failing
grade for the paper, but would be considered as having failed the examination. The
student may even be barred from sitting for the examination. Some institutions
suspend their students for a period of time, while some expel the students and bar
them from ever enrolling in the said institution. Rules and regulations change from
time to time, but we hope you do not need to find out what the punishment for
academic dishonesty is. We want you to be committed to academic honesty right
from the beginning of your journey with WOU.
UNIT 5 53
But, this is not the end of the story. If you have graduated from the university
with a degree many years ago, and are already working, you can still be punished.
Professors have been known to be dismissed when it was discovered that they had
cheated during their student days. In short, academic dishonesty can put an end
to your career  now or eventually. If you are not caught, you will carry with you
the knowledge that you are a cheat, that you have gained an unfair advantage over
your fellow students.
Yes, people who cheat in an examination and become professionals may for the rest of
their lives be cheating others. A teacher who lacks the knowledge and skills will not
be able pass on his knowledge to a future generation of students who depend on him.
Imagine this very same teacher teaching 120 pupils (three classes of 40 pupils) a year
 how many pupils will be deprived the opportunity of gaining proper knowledge?
Think of a surgeon who is not qualified to perform surgeries  how many patients’
lives will he endanger? He might even have caused the deaths of some patients and
claimed that it was not possible to save them. The word “murder” comes to mind.
Punishment for academic dishonesty
Briefly, all educational institutions regard academic dishonesty as serious breaches

of discipline. These are the forms of punishment for academic dishonesty:
1. Suspension from the institution.
2. Expulsion from the institution.
3. Being awarded a zero in the test or exam.
4. Reduction of marks in a test or assignment.
Activity 5.7
Read the two newspaper articles on landmark cases in dishonesty

and answer the questions below.
Article 1
Hwang Woo-Suk was a professor at Seoul National University.

He became famous after claiming a series of remarkable achievements
in the field of stem cell research. Hwang first caught media attention
in South Korea when he announced that he had successfully created
a cloned dairy cow in February 1999. Hwang’s next claim came
two months later in April 1999, when he announced the cloning
of a Korean cow, Jin-i. On both occasions he did not provide any
scientifically verifiable data. Even though the validity of his research
could not be examined, Hwang’s claims were well received by the
South Korean media and public.
In 3 August 2005, Hwang announced that his team of researchers

had become the first team to successfully clone a dog. The dog,
an Afghan Hound, was named Snuppy. Shortly after his so-called
groundbreaking 2005 work, Hwang was appointed to head the new
World Stem Cell Hub, a facility that was to be the world’s leading
stem cell research centre.
But months later, he and his team were embroiled in controversy.

Hwang was forced to admit that female researchers in his own lab
had supplied eggs for his research. Subsequently, two of his key
scientific papers published in Science Magazine, were found to
have been fabricated. In the paper published in February 2004, he
claimed that he had created the world’s first cloned human embryos.
In the May 2005 paper, he claimed he had created 11 stem cell lines
from patients  each tailored to that individual.
On 23 December 2005, Hwang apologised for “creating a shock

and a disappointment” and announced that he was resigning his
position as professor at the university. However, Hwang maintained
that patient-matched stem cell technology remains in South Korea,
and his countrymen shall see it.
On 9 February 2006, the university suspended Hwang’s position as

the university’s professor, together with six other faculty members
who participated in Hwang’s team. Subsequently, Hwang was
dismissed from the university on 20 March 2006.
1. What form(s) of dishonesty do you detect in Dr. Hwang’s work?
_________________________________________________
2. Will prominent international scientists be willing to collaborate

with South Korean scientists in future? Why?
_________________________________________________
_________________________________________________
Article 2
Kaavya Viswanathan was an Indian-American undergraduate

student in Harvard. In April 2006, Kaavya’s first novel, How Opal
Mehta Got Kissed, Got Wild and Got a Life, was published. Shortly
after publication, the Harvard Crimson printed allegations that the
author had lifted materials from two novels by Megan McCafferty.
On 23 April 2006, The Harvard Crimson reported that several
portions of How Opal Mehta Got Kissed, Got Wild and Got A Life
appeared to have been taken from Sloppy Firsts and Second Helpings,
UNIT 5 55
both written by Megan McCafferty. In a statement issued by her

publisher, Viswanathan admitted she accidentally borrowed some
passages from Megan McCafferty’s novels. The subsequent national
publicity led her publisher, Little, Brown and Company, to withdraw
all editions of the book and stop plans by DreamWorks SKG to
develop the book into a movie.
Viswanathan began writing Opal Mehta while attending Bergen

County Academies, a public high school in New Jersey. After
receiving an early acceptance to Harvard, she showed her work
to her private college admissions adviser, Katherine Cohen.
Cohen contacted the William Morris agency, which suggested
that Viswanathan work with a division of Alloy Entertainment.
Viswanathan eventually signed a two-book deal with Little, Brown
and Company for an advance originally reported to be $500,000.
Michael Pietsch, the senior vice president and publisher of
Little, Brown, told the New York Times that the advance was
less than the reported sum, and was split between Kaavya and
Alloy Entertainment. She sold the movie rights to the book to
DreamWorks. As of 27 April, Little, Brown has recalled all copies
of the novel and has canceled Viswanathan’s UK publicity tour.
Though the publishing house initially indicated plans to release a
revised version of the novel, these plans were soon cancelled. Finally,
DreamWorks halted development of the movie.
On 2 May 2006, Michael Pietsch, Little, Brown’s senior vice

president, released a statement saying that Little, Brown and
Company will not be publishing a revised edition of How Opal
Mehta Got Kissed, Got Wild, and Got a Life by Kaavya Viswanathan,
as well as the second book under contract.
3. What form(s) of dishonesty did Ms. Viswanathan resort to?
_________________________________________________
4. What action do you think should be taken against Ms. Viswanathan?
_________________________________________________
Importance of academic integrity

While it is all right to search for the necessary information to complete your tasks,
make a commitment to present your written assignment honestly. This means you
should not copy from books and friends or download academic material from the
Internet and pass them off as your own work.
If you copied or quoted from another source, you have to acknowledge it. Even if
you paraphrase it (i.e., express the source in your own words), you have to let the
reader know the source. Tutors or examiners can detect cases of plagiarism since
they too read about the subject. Academic Integrity requires that you do two of the
following when you are working on your written and oral assignments:
• Use your own effort to complete your tasks and assignments.
• Cite the source when you are quoting someone else’s work.
Giving credit to the author

When you are given the academic assignment, you know very little about the topic at
first. But, after days and weeks of researching and reading, you would have become
very knowledgeable. Who do you owe that advancement to? While it is true that
you spent a lot of time and effort searching for this knowledge, you also need to tell
the world where you found it and who provided you with the guidance and advice.
The authors or writers you consulted had worked very hard as well to provide you
with the information you needed so badly. Your tutors and Course Coordinators
guided and advised you. Therefore, it is only ethical that you let us know who they
are. In other words, you need to give credit to the various people you consulted in
the advancement of your academic growth.
In the next unit (Unit 5), you will learn how to cite your sources. The unit will
provide you with the means to acknowledge these sources. Citing these sources is
important, it is an indirect way of saying “Thank you” to all the people and sites
that equipped you with the relevant information!
Activity 5.8
The following are findings of a survey on academic integrity

undertaken by Don McCabe from the Centre for Academic
Integrity (CAI). Read the findings carefully and answer the
questions below.
As part of CAI’s Assessment Project, almost 50,000 undergraduates

on more than 60 campuses have participated in a nationwide survey
of academic integrity since the fall of 2002. The most recent results
(released in June 2005) are disturbing, provocative, and challenging.
• On most campuses, 70% of students admit to some cheating.

Close to one-quarter of the participating students admitted to
serious test cheating in the past year and half admitted to one
or more instances of serious cheating on written assignments.
UNIT 5 57
• Academic honor codes effectively reduce cheating. Surveys

conducted in 1990, 1995, and 1999, involving over 12,000
students on 48 different campuses, demonstrate the impact of
honor codes and student involvement in the control of academic
dishonesty. Serious test cheating on campuses with honor
codes is typically 1/3 to 1/2 lower than the level on campuses
that do not have honor codes. The level of serious cheating on
written assignments is 1/4 to 1/3 lower.
• Internet plagiarism is a growing concern on all campuses as

students struggle to understand what constitutes acceptable use
of the Internet. In the absence of clear direction from faculty,
most students have concluded that ‘cut and paste’ plagiarism 
using a sentence or two (or more) from different sources on the
Internet and weaving this information together into a paper
without appropriate citation  is not a serious issue. While
10% of students admitted to engaging in such behavior in 1999,
almost 40% admit to doing so in the Assessment Project surveys.
A majority of students (77%) believe such cheating is not a very
serious issue.
• Faculty are reluctant to take action against suspected cheaters.

In Assessment Project surveys involving almost 10,000 faculty
in the last three years, 44% of those who were aware of student
cheating in their course in the last three years have never reported
a student for cheating to the appropriate campus authority.
Students suggest that cheating is higher in courses where it is
well known that faculty members are likely to ignore cheating.
• Longitudinal comparisons show significant increases in

serious test/examination cheating and unpermitted student
collaboration. For example, the number of students reporting
instances of unpermitted collaboration at nine medium to large
state universities increased from 11% in a 1963 survey to 49%
in 1993. This trend seems to be continuing: between 1990 and
1995, instances of unpermitted collaboration at 31 small to
medium schools increased from 30% to 38%.
• Studies of 18,000 students at 61 schools, conducted in the last

four years, suggest cheating is also a significant problem in high
school  over 70% of respondents at public and private schools
admitted to one or more instances of serious test cheating
and over 60% admitted to some form of plagiarism. Slightly
less than half of the respondents from private schools admitted
similar behaviour. About half of all students admitted they had
engaged in some level of plagiarism using the Internet.
(Source: http://www.academicintegrity.org/cai_research/index.php)
1. Comment on the findings of this survey.
_________________________________________________
2. In your opinion, how can we overcome the problem of academic

dishonesty among college and university students.
_________________________________________________
Web Reference
1. http://www.ithenticate.com/resources/6-consequences-of-
plagiarism (Accessed 15 February 2016)
2. http://www.facultyfocus.com/articles/teaching-professor-blog/
promoting-academic-integrity-are-we-doing-enough/ (Accessed
15 February 2016)
3. http://www.umanitoba.ca/student/advocacy/academic_
honesty_quiz.shtml (Accessed 12 February 2016)
4. http://www.princeton.edu/pr/pub/integrity/ (Accessed 12
February 2016)
Summary
This section dealt with academic integrity which involves honesty,

trust, fairness, respect and responsibility at school or university
level. The four main forms of academic integrity covered in this
section are cheating, fabrication, facilitation and plagiarism. The
usual forms of punishment for academic dishonesty are suspension
or expulsion from the institution or being awarded a zero in the
test or examination.
UNIT 5 59
Self-test 5.4
1. Recently, I was accused of plagiarism despite the fact that I

included a reference page which clearly listed all websites
and books used. The assignment was to compile background
information to be used in relation to one of the novels I read
this year. Unfortunately, my reference page was not in the correct
format and the sources were not written directly on the
documents. Is this a case of bad citing or plagiarism?
How would you answer this question?
_________________________________________________
2. In the examination centre, a close friend, who happens to be

seated beside you, keeps looking at your answers. Would you
permit your friend to look at your answers or will you keep your
answers covered because you feel it is dishonest?
_________________________________________________
Suggested answers to activities
Feedback
Activity 5.7
1. Cheating, falsification and fabrication.
2. No. Because they cannot be trusted anymore. Moreover, their

reputation has already been tarnished. So, working with them
may also jeopardise the reputation of the international scientists also.
3. Plagiarism.
4. Ban on all her books. A hefty fine. A public apology.

Activity 5.8
1. Cheating on tests is a widespread problem among students.

Students resort to plagiarising from the internet mainly because
there are no clear instructions or guidelines set by faculty.
Faculties are also reluctant to take appropriate action on the
culprits. Students indulging in unpermitted collaboration is
also increasing. Cheating on tests and plagiarism is also a serious
problem among high school students.
2. a. Have clearer and proper instructions and guidelines on what

students can and cannot do.
b. Teach students proper citation methods.
c. Have stricter rules and regulations.

UNIT 5 61
Summary of Unit 5
Summary
This unit examined issues related to taking tests and examinations.

The topics discussed included types of test anxiety, that is positive
and negative test anxiety. It also looked at the causes of namely
fear of failure, feelings of helplessness and threats to self-worth.
It also provided five strategies that you can adopt for overcoming
these anxieties. Finally, the unit focused on Academic Integrity.
The four main forms of Academic Dishonesty discussed were
cheating, fabrication, facilitation, and plagiarism. The consequences
of academic dishonesty are suspension or expulsion from the
institution, being awarded a zero in the test or exam or a reduction
of marks in a test or assignment.
UNIT 5 63
Course Summary
Summary
Congratulations for successfully completing WUC 131/03 Learning

Skills for University Studies.
After completing this course, you should be well-equipped with a

set of attitudes and skills to be a successful and independent open
distance learner. This course has exposed you to many areas of
concern in order to be a successful open distance learner.
In Unit 1, you have learnt the features of WOU website,

WawasanLearn, MyDigitalLibrary and how to use the online
resources to retrieve information for your learning. Unit 2
introduced you to the background of WOU and also the difference
between traditional and distance learning system. You need to
be familiar with ODL mode to be successful in your academic
pursuits. In Unit 3, you were introduced to written papers and
oral presentations. Besides that, this unit also provided tips on how
to cite sources in your assignments. Unit 4 is meant to equip you
with the required skills to manage your learning in open distance
education. This includes ways to enhance your memory skills and
motivation as well as some tips on note-taking. Examinations and
assessment is another important part of learning. This is the focus
of Unit 5. This unit examined topics related to examinations such
as dealing with test anxiety and academic dishonesty.
WUC 131/03 outlined the foundations of learning in the open

distance environment. As such, put all the skills introduced in
this course into practice so that you will be able to benefit from
the course as well as future courses that you will undertake
from WOU.
UNIT 5 65
Suggested Answers to Self-tests
Feedback
Self-test 5.1
1. Explain briefly what “test anxiety” is.
It is feeling anxious, nervous, afraid, tense or worried whenever

we think about taking a test or an exam.
2. A student suffering from test anxiety experiences both physical

and emotional symptoms.
Give two examples of physical symptoms:
a. Nausea
b. Dizziness
Give two examples of emotional symptoms:
a. Fear
b. Anger
3. Test anxiety can bring about both negative and positive effects.
Give two examples of the negative effects:
a. Cannot remember or recall facts during a test.
b. Worried about failing during a test.
Give two examples of the positive effects:
a. Motivated to study harder.
b. It stimulates us to perform better.

Self-test 5.2
1. List two main causes of test anxiety
a. Not well-prepared
b. Worry
2. Briefly describe the three strategies below that are used to reduce
test anxiety:
a. Be well-prepared
Be up-to-date with my learning tasks. Begin revision very

early. Practise the exercises, activities and tests.
b. Don’t procrastinate
Do not put off tasks that need to be completed. Begin revision

and complete the assignments immediately. Do it now.
c. Get information about the test
Find out everything there is to know about the test. Find out
its format, number of sections, type of questions, etc. Look
at a sample test paper.
Self-test 5.4
1. Recently, I was accused of plagiarism despite the fact that

I included a ‘work cited’ page which clearly listed all websites
and books used. The assignment was to compile background
information to be used in relation to one of the novels I read
this year. Unfortunately, my ‘work cited’ sheet was not in the
correct format and the sources were not written directly on the
documents. Is this a case of bad citing or plagiarism?
How would you answer this question?
It is plagiarism. You did not write the sources on the document

giving the impression that it is your own work.
UNIT 5 67
2. In the examination centre, a close friend who happens to be

seated beside you, keeps looking over at your answers. Will you
permit your friend to look at your answers or will you cover up
your answers because you feel it is dishonest?
No, I will not permit my friend to look at my answers. I want

my friend to be able to sit for the test honestly. He should be
able to hold up his head high with pride knowing that he acted
honestly and with integrity. I want to be proud of myself for
guiding him to the right path.

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UNIT 5 i

Taking tests and examinations with confidence

Taking Tests and

EXTERNAL COURSE ASSESSOR

© 2007 Wawasan Open University

First revision 2010

Wawasan Open University

5.1 Test Anxiety 3

What is test anxiety? 3

Suggested answers to activity 12

5.2 How to reduce test anxiety? 13

Causes of test anxiety 13

Strategies to reduce test anxiety 15

5.3 Strategies for answering different types of test 25

Types of test questions 25

Strategies for answering different types of test questions 27

Introduction to test-taking at WOU 38

5.4 Strategies on the day of the test 41

Strategies for reducing test anxiety on the day of the 41

Strategies for reducing anxiety during the examination 43

Strategies after the examination 45

5.5 Academic integrity 49

What is academic integrity? 49

Forms of academic dishonesty 50

Consequences of academic dishonesty 52

Importance of academic integrity 55

Giving credit to the author 56

Suggested answers to activities 59

Suggested answers to self-tests 65

Read the following story:

A lot of students are afraid of taking an examination because examination results

2. Determine your level of test anxiety.

3. List the effects and causes of test anxiety.

4. Explain the various strategies for reducing test anxiety.

5. Explain test-taking at WOU and the related strategies needed.

6. Explain Academic Integrity, the various forms of Academic Dishonesty and

5.1 Test Anxiety

1. Describe what is test anxiety.

2. Identify the physical and emotional symptoms of test anxiety.

3. Explain effects and causes of test anxiety.

4. Identify your level of test anxiety.

What is test anxiety?

Symptoms of test anxiety

Insomnia (Difficulty sleeping the night before the test).

Negative thoughts (e.g., I’m going to do badly, I’m stupid, etc.).

Now, go back to Mei Ling’s experience at the beginning of the unit.

Effects of test anxiety

Negative test anxiety

Cannot organise your thoughts.

Cannot remember/recall the facts.

Remembering the facts after the test.

Mind going blank on and off during a test.

Difficulty in understanding the questions.

Worry about failing during a test.

Feeling pressured or trapped.

Difficulty sleeping the night before the test.

Positive test anxiety

Figure 5.1 Relationship between performance and anxiety

Evaluating your test anxiety

Evaluating your test anxiety

Nist and Diehl (1990) developed a short questionnaire to determine

Never Rarely Sometimes Often Always

• ______ I have visible signs of nervousness such as sweaty palms,