write an essay on online examination

Essay on Online Exam

Students are often asked to write an essay on Online Exam in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Online Exam

Introduction.

Online exams are tests conducted via the internet. They are a popular method of evaluating students’ knowledge in the digital age.

Online exams offer flexibility. They can be taken from anywhere and at any time. They also provide instant results, saving time for both students and teachers.

Disadvantages

However, online exams also have drawbacks. They require a stable internet connection and a suitable device. Cheating can also be a problem, as it’s harder for teachers to monitor students.

Despite challenges, online exams are a convenient, modern approach to education assessment.

250 Words Essay on Online Exam

Introduction to online examinations.

The advent of the digital age has revolutionized many aspects of life, including education. Online examinations have become a significant component of this digital transformation. They are a method of assessing student knowledge, skills, and abilities over the internet, where physical presence in a classroom is unnecessary.

Advantages of Online Examinations

Online exams offer several benefits. Firstly, they provide flexibility as students can take them from any location, reducing travel time and expenses. Secondly, they allow for immediate feedback, facilitating quicker learning. Thirdly, they promote environmental sustainability by reducing paper usage.

Challenges and Solutions

Despite the advantages, online exams pose challenges such as technical issues, internet connectivity problems, and concerns about academic integrity. However, solutions like robust IT infrastructure, reliable internet connections, and sophisticated proctoring software can mitigate these issues.

Future of Online Examinations

As technology advances, online exams are set to become more sophisticated and user-friendly. Innovations like AI-powered proctoring, adaptive testing, and virtual reality could redefine the future of testing, making it more efficient and effective.

In conclusion, online examinations are a transformative educational tool that offers numerous benefits while posing some challenges. However, with technological advancements and effective solutions, they are poised to become an integral part of the education system, reshaping the way we assess learning and knowledge.

500 Words Essay on Online Exam

Online examinations have emerged as a revolutionary trend in the educational sector. They represent a shift from traditional pen-and-paper tests to digital platforms, providing a more efficient, reliable, and convenient evaluation method. This digital transformation in education is primarily driven by advancements in technology and the need for flexible learning environments.

The Mechanism of Online Examinations

Online exams typically involve a secure, internet-based platform where students log in to take their tests. The questions can be presented in various formats, including multiple-choice, short answer, essay, or even interactive formats like drag-and-drop. The system is designed to automatically grade the answers where possible, reducing the burden on educators and providing quick feedback to students.

One of the significant advantages of online examinations is their geographical independence. Students can take these exams from anywhere, reducing the need for physical infrastructure and travel. This accessibility can be especially beneficial for students residing in remote areas or for those with physical disabilities.

Moreover, online exams provide instant feedback, enhancing the learning experience. Students can quickly identify their areas of weakness and work on them immediately. This immediate feedback mechanism helps in improving the overall learning process and outcomes.

Challenges with Online Examinations

Despite the numerous benefits, online examinations also come with their set of challenges. One of the most pressing issues is the potential for academic dishonesty. Without physical supervision, students may resort to unfair means to score higher. Hence, ensuring academic integrity in an online environment requires sophisticated proctoring methods, including AI-based monitoring and identity verification systems.

Technical issues also pose a significant challenge. Not all students have access to reliable internet and suitable devices, leading to potential disparities in the examination process. Additionally, technical glitches during the exam can cause stress and negatively impact performance.

The Future of Online Examinations

The future of online examinations looks promising with the advent of advanced technologies. Artificial Intelligence (AI), Machine Learning (ML), and data analytics can further streamline the process by automating grading, providing personalized feedback, and identifying learning patterns.

However, it’s crucial to address the current challenges to ensure fairness and integrity. This involves improving the infrastructure, providing technical support, and implementing robust anti-cheating measures.

Online examinations represent a significant milestone in the evolution of education, providing numerous benefits over traditional methods. However, their successful implementation requires addressing the challenges they pose. With the right strategies and advancements in technology, online exams can revolutionize the educational landscape, making learning more accessible, efficient, and personalized.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on My Preparation for the Board Examination
• Essay on Importance of Examination
• Essay on If There Were No Examination

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Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

• You understand concepts that provide the basis for the course
• You can use those concepts to interpret specific materials
• You can make connections, see relationships, draw comparisons and contrasts
• You can synthesize diverse information in support of an original assertion
• You can justify your own evaluations based on appropriate criteria
• You can argue your own opinions with convincing evidence
• You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

• Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
• Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
• Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
• Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
• Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
• As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

• Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
• Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
• Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

• If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
• Look at how many points each part earns you, and find hints for how long your answers should be.
• Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
• As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
• Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

• Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
• Focus on what you do know about the question, not on what you don’t.
• Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

• define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
• explain why/how—give reasons why or examples of how something happened.
• illustrate—give descriptive examples of the subject and show how each is connected with the subject.
• summarize—briefly cover the important ideas you learned about the subject.
• trace—outline how something has changed or developed from an earlier time to its current form.
• research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

• compare—show how two or more things are similar (and, sometimes, different).
• contrast—show how two or more things are dissimilar.
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
• cause—show how one event or series of events made something else happen.
• relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

• prove, justify—give reasons or examples to demonstrate how or why something is the truth.
• evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
• support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
• synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
• analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
• argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

• For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
• For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
• For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
• For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
• You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

• For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
• For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
• If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
• You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
• As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
• Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
• Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
• If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
• Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
• Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Writing Essays for Exams

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What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

• Library Catalogue

Exam preparation: Strategies for essay exams

Essay exams test you on “the big picture”-- relationships between major concepts and themes in the course. Here are some suggestions on how to prepare for and write these exams.

Exam preparation

Learn the material with the exam format in mind.

• Find out as much information as possible about the exam –- e.g., whether there will be choice –- and guide your studying accordingly.
• Think, and make notes or concept maps, about relationships between themes, ideas and patterns that recur through the course. See the guide Listening & Note-taking and Learning & Studying for information on concept mapping.
• Compare/contrast and think about what you agree and disagree with, and why.

Focus your studying by finding and anticipating questions

• Find sample questions in the textbook or on previous exams, study guides, or online sources.
• Looking  for patterns of questions in any tests you  have already written in the course;
• Looking at the course outline for major themes;
• Checking your notes for what the professor has emphasized in class;
• Asking yourself what kind of questions you would ask if you were the professor;
• Brainstorming questions with a study group.
• Organize supporting evidence logically around a central argument.
• Memorize your outlines or key points.
• A couple of days before the exam, practice writing answers to questions under timed conditions.

If the professor distributes questions in advance

• Make sure you have thought through each question and have at least an outline answer for each.
• Unless the professor has instructed you to work alone, divide the questions among a few people, with each responsible for a full answer to one or more questions. Review, think about, and supplement answers composed by other people.

Right before the exam

• Free write about the course for about 5 minutes as a warm-up.

Exam writing

Read carefully.

• Look for instructions as to whether there is choice on the exam.
• Circle key words in questions (e.g.: discuss, compare/contrast, analyze, evaluate, main evidence for, 2 examples) for information on the meaning of certain question words.
• See information on learning and studying techniques on the SLC page for Exam Preparation .

Manage your time

• At the beginning of the exam, divide the time you have by the number of marks on the test to figure out how much time you should spend for each mark and each question. Leave time for review.
• If the exam is mixed format, do the multiple choice, true/ false or matching section first. These types of questions contain information that may help you answer the essay part.
• If you can choose which questions to answer, choose quickly and don’t change your mind.
• Start by answering the easiest question, progressing to the most difficult at the end.
• Generally write in sentences and paragraphs but switch to point form if you are running out of time.

Things to include and/or exclude in your answers

• Include general statements supported by specific details and examples.
• Discuss relationships between facts and concepts, rather than just listing facts.
• Include one item of information (concept, detail, or example) for every mark the essay is worth.
• Limit personal feelings/ anecdotes/ speculation unless specifically asked for these.

Follow a writing process

• Use the first 1/10 to 1/5 of time for a question to make an outline or concept map.
• Organize the plan around a central thesis statement.
• Order your subtopics as logically as possible, making for easier transitions in the essay.
• To avoid going off topic, stick to the outline as you write.
• Hand in the outline. Some professors or TAs may give marks for material written on it.
• Write the essay quickly, using clear, concise sentences.
• Include key words from the question in your thesis statement.
• Body paragraph each containing one main idea, with a topic sentence linking back to the thesis statement, and transition words (e.g.:  although, however) between paragraphs.
• A short summary as a conclusion, if you have time.
• If it is easier, leave a space for the introduction and write the body first.
• As you write, leave space for corrections/additional points by double-spacing.
• Review the essay to make sure its content matches your thesis statement.  If not, change the thesis.

Further sources and attribution

For more information on exam preparation and writing strategies, see our Exams  pages.

Some suggestions in this handout were adapted from “ Fastfacts – Short-Answer and Essay Exams” on the University of Guelph Library web site; “Resources – Exam Strategies” on the St. Francis Xavier University Writing Centre web site; and “Writing Tips – In-Class Essay Exams” and “Writing Tips – Standardized Test Essay Exams” on the Center for Writing Studies at the University of Illinois at Urbana-Champaign web site

• EXPLORE Random Article

How to Prepare for an Essay Exam

Last Updated: April 20, 2023

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. This article has been viewed 137,181 times.

The dreaded essay exam. Whether you like it or not, at some point in your life you are certain to encounter an exam composed entirely of essays. In the days leading up to the exam you may feel anxious or downright sick to your stomach. Fortunately, with a little bit of preparation and practice, you can turn any pre-exam jitters into a feeling of confidence, which will allow you to successfully tackle any essay exam.

Participating in Class

• Actively participate. It’s important to find a participation method that works for you, whether that’s asking thought-provoking questions or commenting on the reading. Active participation just means involving yourself in some way, so even if you don’t feel comfortable speaking at length in front of your peers, try to ask a question every now and then.
• Free yourself from distractions. Put away your cell phone or tablet and concentrate on listening and taking good notes. Now is not the time to work on homework for another class or to catch up with friends on Facebook.

• Always have a notebook on hand. It is helpful to use one notebook per subject or course, so that you don’t confuse yourself when looking back.
• Be sure to date your notes so that you can quickly reference or find the subject material covered on the exam.
• If you struggle with taking notes, ask the instructor if you can record the lecture. You can then go back and listen to the recording and either take notes at your own pace or review any parts of the lecture, which will be relevant for the exam.

• Take notes on what you’ve read and have questions ready for class.
• Follow the schedule for reading assignments. Typically readings are broken out in a way that is both manageable and topical. If, however, you find yourself unable to keep up with the readings, speak with your instructor about a schedule that suits your particular needs. For example, if readings are assigned for every other day of class, you may need to break it out such that you are reading a portion every day.

Reviewing the Material

• In addition to having one notebook per course, it may be helpful to also have an individual course binder or folder, which contains all course materials.
• Take your organization to the next level by categorizing according to exams. Don’t throw away previous notes or materials from past exams. They may come in handy for midterm or final exams. Instead, organize the materials as if they were chapters, with chapter one being the first exam and so forth and so on.

• Limit phone calls and any other distractions such as texting. It might help to turn your phone and other devices to silent mode while you’re studying.
• The TV should always be off while you’re preparing for an exam.
• If you want to listen to music, be sure it’s something that is relaxing or peaceful. Also, keep the music at a low level. Otherwise, music can easily become a distraction.

• Get into the habit of reviewing class materials after each course. This will help to ease anxiety leading up to the exam, as you won’t have as much to review and will be able to clear up any questions that arise, prior to the big day.
• Cramming doesn’t work. Multiple studies have shown that spacing out learning was more effective than cramming. [2] X Research source What’s more, cramming only increases the feeling of desperation which leads to panic, and then to test anxiety.

• Creating an outline will also come in handy when drafting essay responses, so give yourself some practice and start with your class materials.

Practicing Ahead of Time

• Don’t wait until the night before to outline answers. As you’re studying and organizing your class materials, come up with potential questions along the way. You can then go back and review and revise as necessary.
• Some instructors do specify a word count for essays. Don’t focus on counting words though. Write what you can and look for opportunities to flesh out your answers without being overly wordy.

• Identify - typically short and direct answers will do.
• Explain - requires a more detailed answer.
• Compare - look for connections.
• Argue - address this from your own perspective.

• This is a good opportunity to proofread your work and to look for any grammatical errors as well.
• Have a friend, parent or peer look over your essay as well. It is often helpful to have a fresh set of eyes review your work and provide feedback.

Community Q&A

• For open-notes or open-book tests, study thoroughly anyway. This will prepare you for other exams or tests where you're not allowed to use notes, and will allow for you to complete the test faster and easier because you won't need to search for everything in the book or your notes. Thanks Helpful 0 Not Helpful 0
• Be positive. If you are negative and believe you will not do well, chances are that you will perform the way you expect to. Thanks Helpful 1 Not Helpful 0
• Practice writing. Be sure you can write fairly well in other situations so that you can express your ideas clearly. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ http://writingcenter.unc.edu/handouts/essay-exams/
• ↑ http://www.bbc.com/future/story/20140917-the-worst-way-to-learn

About this article

If you’re worried about an upcoming essay exam, start reviewing your class notes by topic. One helpful way to prepare for your essay exam is to create a potential outline for each theme. For example, if you’re studying Shakespeare’s Romeo and Juliet, you might come up with an essay outline about the themes of the play. Once you have a few of these outlines, do practice essays at home under timed conditions, using old exams or questions you can see from your outline. Additionally, make it easier to prepare for future exams by attending all classes, doing the assigned readings and taking clear notes. Keep reading for more tips, including how to understand what the essay questions are asking of you. Did this summary help you? Yes No

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• Online Guide to Writing

Writing Essay Examinations

Read and Understand the Question

Imagine you have received an essay exam. If there is more than one prompt from which to choose, you have chosen it. Now you are ready to begin the writing process. What do you do first? The title of this page suggests that you should read closely, and you definitely should do that. However, you must understand your prompt, too. 

Understanding an essay exam prompt can be difficult. In order to understand your assignment, there is one thing you should do first.

Remember that you will be writing an essay.

Strangely, forgetting this one basic fact is remarkably easy. Essay exams throw a lot of requirements at you, and correctly sorting them is part of the test. Keeping the nature of the test in mind is important for reading and understanding your essay prompt.

• Prioritizing the Parts of an Essay Prompt
• Key Words for Application

Key Words Associated with Analysis

Most essay prompts require a number of tasks. Not all of them are central to essay-writing. In fact, professors will mix in other activities to see if you can sort out the central essay-writing task from peripheral tasks you should perform in the course of writing your essay.

There are two types of tasks you will encounter in an essay prompt:

Application

You will want to sort the “application” tasks from the central “analysis” tasks. 

You might find it helpful to create two columns on a piece of paper: one for application tasks, the other for analysis tasks. 

In the first column list tasks associated with “application.” These are tasks that provide an opportunity to demonstrate your knowledge.  If you are asked to list, describe, explain, summarize, classify, apply, illustrate, use, calculate, sketch, or perform an operation, you are expected to apply the particular knowledge you have acquired.

In the next column, list the key words for tasks associated with “analysis.” Analysis is central to essay-writing. Because these comprise the main task of your essay, there will be fewer of these key words, probably just one. Some prompts will simply ask you to analyze. Other prompts will use general terms like “discuss” or “reflect on.” A professor will use these to give you the freedom to pick a particular analytical strategy in your essay. 

In most instances, a professor will identify a particular analytical writing strategy (one associated with analysis) for you to use. You can see these listed below. As we have explained on the pages devoted to these terms, these are all types of analysis. The pages devoted to each term can help you understand what to do when you encounter them in an essay-exam prompt.

• Compare and Contrast
• Explain why
• Demonstrate

Key Takeaways

• Once you have sorted out the analytical task (or tasks) from the application tasks, it will be time to begin organizing your thinking about how to answer your exam prompt.
• Always look for keywords in order to know what is expected of you in your essay answer.

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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• Subject Guides

Academic writing: a practical guide

Examination writing.

• Academic writing
• The writing process
• Academic writing style
• Structure & cohesion
• Criticality in academic writing
• Working with evidence
• Referencing
• Assessment & feedback
• Dissertations
• Reflective writing
• Academic posters
• Feedback on Structure and Organisation
• Feedback on Argument, Analysis, and Critical Thinking
• Feedback on Writing Style and Clarity
• Feedback on Referencing and Research
• Feedback on Presentation and Proofreading

Examination writing is an essential element of most degree programmes. The resources on this page provide advice and guidance to help to ensure examination success. 

Types of examinations

An examination is: 

• an assessment of academic ability that contributes to the overall grades in a module within a degree.
• a test of a student's abilities in controlled conditions.
• a part of most degree programmes.
• an experience that few enjoy!
• a type of assessment that has many iterations and question types.

The information on this page will help you think through and make decisions about how you can succeed in university-level examinations.

Let's start by considering the different types of exams you may encounter: 

Types of Examinations [Google Slides]

Examination writing styles

There are many types of examination questions. They differ by subject area, where the exam is completed and according to what exactly is being examined. 

Each question type requires different techniques. You should always check the guidance issued within your module and department . The advice and guidance on this page is generic and does not replace that in your department. 

The main types of exam questions are explored in the resources below: 

Short answer questions [Google Slides]

Essays in examinations [Google Slides]

Using evidence in examinations

Using evidence in examinations is different to using it in reports, essays, dissertations and projects . This is because many exams are completed under controlled conditions there the student must rely on memory and so directly using evidence, with citations, is difficult. The amount and types of evidence required in exams varies considerably, and is obviously greater in an open book exam. 

The resources below offer generic advice and guidance on using evidence in exams. Please find the specific guidance within your modules. 

Using evidence in closed book examinations

In a closed book examination , the only information you have available is what you have learned and what you can remember. Therefore, there is a more limited expectation to cite specific sources of evidence. 

Many areas of knowledge, particularly the sciences expect you to remember a large number of facts and the relationship between the facts. For example, in a physics or engineering exam you might be expected to know what the second law of thermodynamics is; the emphasis is on what it is and how you use it, not citing a source you learned it from. 

See the resources below for ideas on how to prepare for using evidence in closed book examinations.

Using evidence in open book examinations

In open book examinations you are allowed to take materials that may be notes, books, articles or other named materials into the examination room. Or, this could be an examination that is completed at a distance where you have all possible information available.

Due to you having the information available, there is often an expectation that you will cite your sources, much as you do in assignments and reports. The guidance for each exam will specify the type of referencing required and exactly which sources are permitted and not allowed.

Using pre-released materials

Using evidence in exams that have pre-released materials is arguably the most difficult type of evidence use in exams . It is expected that you will have engaged with the materials, and there is often guidance on what you should do with them in advance. This means that when you answer the questions in the exam itself, you are expected to use the evidence provided and whatever you have gathered independently to support your argument, justify your thinking, and link to key theories/ideas in the questions.

Each exam will have guidance on how you should refer to the materials, be it by formal referencing, or directing the reader to ideas and facts derived from the materials, or other sources. Read the guidance carefully.

See the resources below for ideas on how to prepare for using evidence in exams involving pre-released materials.

Using evidence in exams completed remotely

In almost all cases that you complete an exam remotely (24 hour examinations for example) there is no limit to the information you have access to. There may however be limits to the sources you are allowed to cite and use in the exam. You must check the guidance for each exam carefully.

Due to you having access to materials, there is often an expectation that you cite sources. The assessment is also often focussed on how you use information, not what you can remember. This means that in essays the quality of your argument is even more important than in closed book exams, whilst in short answer questions/problem questions, your ability to apply methods and concepts is what is being assessed.

See the resources below for ideas on how to prepare for using evidence in exams completed remotely.

Also see our dedicated Criticality page for more information on using evidence to construct arguments:

What does the exam question want me to do?

A crucial part of success in examinations is to understand what the question is asking you to do. Within each question there are instructions and there may be ideas, theories, concepts and details. To succeed you have to unpack the exam question to determine what is and is not required. 

The resources below provide advice and guidance on how to unpack and explore different types of exam questions. As with all sections of this guide, please find the specific guidance within your module and/or programme. This is generic guidance. 

Instruction words in examinations

Instruction words in examination questions tell you the sort of answer you need to give. List or explain? Summarise or compare? Define or evaulate? Be descriptive or critical?

The resources below explore what each instruction word is asking you to do. You can practice your ability to follow the instructions by completing past papers, where available. 

Decoding examination questions

It is important to spend time dissecting and decoding examination questions, particularly those that require an essay-style answer. You need to be clear what exactly is being asked of you and what you need to include if you are to achieve high marks. 

The resources below are designed to offer support and guidance that is generic, to establish basic approaches that can be applied in all subject areas. But, it is very important that you check the guidance and advice in your department and in each specific module, to ensure that you are fulfilling what is expected by the particular exam you are sitting. 

Assessing exam answers

A crucial element of success in all examinations is knowing how they are marked. There are a few simple things that you can do to familiarise yourself with the mark schemes and styles for your exams. 

• Find past examinations in your subject area, ideally with mark schemes. They may be in your module VLE, the Library exam archive , or in some other departmental repository. If you cannot find them, speak to your academic supervisor, module tutor or programme leader. 
• Attend all preparation lectures, workshops, seminars, labs, tutorial sessions and/or problem classes. Often hints and tips are given and you have the chance to learn what is required. 
• Ask people in higher years what they know about the exam.  But, check that the exam has not changed for this year! A good source can be students that lead peer support classes, GTAs, or your assigned college and course buddies. 
• Ask your module tutors how the exams are assessed.  Many will tell you anyway, but if not, do ask. The more you know about the marking, the better able you will be to provide what the examiner is looking for. 
• Ask for feedback when you have completed an exam or mock exam . It may be available and it can be really useful to see exactly where you gained marks and where you went wrong. 
• Talk through past papers with your fellow students. This can cause you to look more closely and ask more questions about what is required that you can then ask your tutors, or check support materials to find answers. 
• Don't assume that an new exam is the same as one you have already done. There may be similarities, but it is safer to assume each is unique and that you have to learn what is required. 

Concise writing

All examinations have a time limit. As a result, it is essential that you write concisely. This means writing using the minimum number of words required to convey the meaning required, at the level of detail that will gain maximum marks. This is a skill that requires practice. The resources below are designed to help you develop your ability to be concise. 

Other support for exam writing

The university has lots of guidance available in relation to examinations. The links below point to some web pages. Please also check your departmental handbooks, VLE sites and other information sources for information specific to your degree and modules. 

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• Next: Academic posters >>
• Last Updated: Apr 3, 2024 4:02 PM
• URL: https://subjectguides.york.ac.uk/academic-writing

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As a college student, you will often be faced with a variety of essay exams, from the short-answer essays of a few sentences to take-home exams which may require hours of planning and writing. Remember that essay exams require a comprehensive understanding of large amounts of information. Since exam questions can reach so far and wide into the course materials—and in such unpredictable ways—you cannot hope to do well on them if you are not keeping up with readings and assignments from the beginning of the course.

HOW TO PREPARE

Below are some tips to help prepare for an essay examination.

• First of all, do the reading, go to the lectures, take careful notes, participate in discussion sections and organize small study groups with classmates to explore and review course materials throughout the semester.
• As the exam approaches, find out what you can about the form it will take. Ask your instructor whether the questions will require short or long answers, how many questions there will be, whether you may choose which questions to answer, and what kinds of thinking and writing will be required of you.
• Try to avoid simply memorizing information aimlessly. As you study, you should be clarifying the important issues of the course and using these issues to focus your understanding of the specific facts and particular readings.
• Try to place all that you have learned into perspective, into a meaningful context. How do the pieces fit together? What fundamental ideas have the readings, the lectures, and the discussions seem to emphasize? How can those ideas help you to digest the information the course has covered?
• One good way to prepare yourself for an exam is by making up questions you think the instructor might give and then planning answers with classmates.
• Returning to your notes and to the assigned readings with specific questions in mind can help enormously in your process of understanding.
• It is helpful to remember that an essay exam tests more than your memory of specific information. You will often be asked to analyze and draw relationships between various texts, theories, or concepts that have been covered throughout the semester. You may even be presented with a text, theory, or concept that you have not seen before, and asked to discuss or analyze it in the context of the course materials with which you are already familiar.
• Of most importance, read the exam carefully. Before you answer a single question, read the entire exam and apportion your time realistically. Careful time management is crucial to your success on essay exams; giving some time to each question is always better than using up your time on only a few and never getting to the others.

Following are categories of exam questions, divided according to the sort of writing task involved.

Define or identify: Some questions require you to write a few sentences defining or identifying material from readings or lectures. Almost always such questions allow you only a few minutes to complete your answer.

Recall details of a specific source: Sometimes instructors will ask for straightforward summary or paraphrase of a specific source – a report, for example, or a book or film. Such questions hold the students to recounting details directly from the source and do not encourage interpretation or evaluation.

Explain the importance or significance: Another kind of essay exam question asks students to explain the importance or significance of something covered in the course. Such questions require you to use specific examples as the basis for a more general discussion of what has been studied. This will often involve interpreting a literary work by concentrating on a particular aspect of it.

Comment on a quotation: On essay exams, instructors will often ask students to comment on quotations they are seeing for the first time. Usually such quotations will express some surprising or controversial opinion that complements or challenges basic principles or ideas in the course. Sometimes the writer being quoted is identified, sometimes not. In fact, it is not unusual for instructors to write the quotation themselves.

Compare and contrast: One of the most favored essay exam questions is one which requires a comparison or contrast of the two or three principles, ideas, works, activities, or phenomena. This kind of question requires you to explore fully the relations between things of importance in the course, to analyze each thing separately, and then search out specific points of likeness or difference.

Synthesize information from various sources: In a course with several assigned readings, an instructor may give students an essay exam question which requires them to pull together (to synthesize) information from all the readings.

Summarize and explain causes and results: In humanities and social science courses much of what students study concerns the causes or results of trends, actions, and events. Therefore, it is not too surprising to find questions about causes and results on your exam. Sometimes the instructor expects students to recall causes or results from readings and lectures. At other times, the instructor may not have in mind any particular causes or results and wants to find out what students are able to propose.

Criticize or evaluate: Occasionally instructors will invite students to evaluate a concept or work. Nearly always, they want more than opinion: they expect a reasoned, documented judgment based on appropriate criteria. Such questions not only test students’ ability to recall and synthesize pertinent information; they also allow instructors to find out whether students can apply criteria taught in the course: whether they understand the standards of judgment that are basic to the subject matter.

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The best ways to prepare for an essay exam

College students are often intimidated by essay exams, a common final exam format for courses in the humanities and social sciences. Because the exam itself provides so little structure for your answers, it can feel impossible to get all of your thoughts on paper in an organized way without running out of time. As someone who has graded a lot of college students’ exams, I’ve realized that students most often lose points because they don’t realize that an exam essay is a specific genre of writing that you can practice in advance , even if you don’t know the exact questions you’ll be answering. By developing a strategy for success in writing exam essays, you’ll be able to make sure that the material you worked hard all semester to learn shows up in your answers on the day of the test.

Before the Exam

1. brainstorm possible exam questions..

A good way to do this is to make two lists: one of all the lessons or units you’ve covered (for example, all the authors you’ve read for an English class, or all the historical events you’ve covered in a history class), and another of all the major concepts and key terms that you’ve talked about in the class. Then you can mix and match items from these lists to form potential questions. For example, if you were taking a theatre class, you might come up with a question like, “How do Eugene O’Neill and Tennessee Williams use the techniques of psychological realism?”. O’Neill and Williams would come from your list of authors, and psychological realism would come from your list of key terms.

Other good examples of exam questions are discussion questions your instructor asked in class and any prompts you had for papers during the semester. While it’s unlikely your instructor will replicate any of these exact questions on the exam, reviewing what kinds of questions she asks will help you remember what key terms or concepts are particularly important to her. Write down several sample questions and outline the main ideas you would want to include in your answer.

2. Practice your essay-writing strategy using your sample questions.

I recommend practicing the three steps with a timer set for five minutes—these steps are for preparing and organizing an essay (not actually writing it), so you want to practice doing them relatively quickly. They’ll give you a clear structure to fill in.

The first thing to do when you start an essay is to quickly brainstorm a list of everything you can think of in relationship to that question: key terms, details, facts, dates, authors—whatever seems relevant. This should just be a quick task of getting everything in your head on paper.

Then figure out your claim . Answers to essay questions should have an argument that clearly answers the question and that makes a claim that is debatable (as opposed to factual or descriptive). If you’re having trouble, an easy format for writing an argument is “Although ____________, ______________.” For example, your claim could be, “Although both O’Neill and Williams use realism in their plays, Williams is more interested in how psychological realism can be achieved through design elements.” (This format works especially well for compare-contrast questions.)

Finally, outline the essay. The argument will come first, in the introduction, and then map out the main point you want to cover in each body paragraph.

During the Exam

1. keep track of time..

When the exam starts, write down the end time, and then write down when you should finish each section—for example, if it’s a three-hour exam, and you have five essays to write, you might choose to give yourself 30 minutes per essay, which leaves you 30 minutes at the end to reread your work. Make sure you stick to your schedule—you don’t want to spend a lot of time perfecting one essay and then run out of time for the rest. Many instructors will give partial credit even for an unfinished or messy essay, but they can’t give you any points for an essay you didn’t write at all. 

2. Follow the essay-writing strategy you practiced: list, claim, outline, write .

Don’t bother including big general statements like, “Playwrights are always interested in psychology,” in your essays—just get straight to the specific points you want to cover. Sticking to your outline will help keep your essay organized, which will make it easier for you to cover all your main points in the available time. Staying organized will also make it easier for your instructor to follow your train of thought when she’s grading.

Most of what you write in an essay is analysis of how the evidence you’ve chosen supports the argument you’re making. If you get stuck writing, ask yourself, “How does this evidence support my claim?” . 

3. Go in confident.

You know you’re well-prepared—don’t let nerves get in your way! Eat a good breakfast, listen to your favorite song on the way to the exam, bring a bottle of water and lots of extra pens and pencils, and show up early. (And if you have a mental health condition or learning disability that can lead to test-taking anxiety, talk to the office of disability services at your school well in advance of the exam. They may be able to provide you with test-taking accommodations like a quiet room or extra time.) An essay exam is a chance for you to show off what you’ve learned this semester—it’s not meant to trick you. (Multiple choice exams are actually the place to worry about trick questions.) Instructors generally want you to do well on the final exam, so try to think of the exam as a great capstone for your hard work in the class. Good luck! 

After growing up on a farm in Iowa, Danielle moved to Massachusetts, where she studied English with a citation (minor) in Spanish at Harvard University. At Harvard, Danielle was elected to Phi Beta Kappa as a junior and graduated summa cum laude a year later. She spent most of her free time in college in the theatre shop, building sets with power tools.  Danielle went on to earn her Master's degree in Renaissance Literature at the University of Cambridge, before accepting a Global Academic Fellowship in Writing at New York University Abu Dhabi for the following year. She is currently a PhD student in English and Theatre, and a member of the Institute for Comparative Literature and Society, at Columbia University.

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College Essays

If you grow up to be a professional writer, everything you write will first go through an editor before being published. This is because the process of writing is really a process of re-writing —of rethinking and reexamining your work, usually with the help of someone else. So what does this mean for your student writing? And in particular, what does it mean for very important, but nonprofessional writing like your college essay? Should you ask your parents to look at your essay? Pay for an essay service?

If you are wondering what kind of help you can, and should, get with your personal statement, you've come to the right place! In this article, I'll talk about what kind of writing help is useful, ethical, and even expected for your college admission essay . I'll also point out who would make a good editor, what the differences between editing and proofreading are, what to expect from a good editor, and how to spot and stay away from a bad one.

Table of Contents

What Kind of Help for Your Essay Can You Get?

What's Good Editing?

What should an editor do for you, what kind of editing should you avoid, proofreading, what's good proofreading, what kind of proofreading should you avoid.

What Do Colleges Think Of You Getting Help With Your Essay?

Who Can/Should Help You?

Advice for editors.

Should You Pay Money For Essay Editing?

The Bottom Line

What's next, what kind of help with your essay can you get.

Rather than talking in general terms about "help," let's first clarify the two different ways that someone else can improve your writing . There is editing, which is the more intensive kind of assistance that you can use throughout the whole process. And then there's proofreading, which is the last step of really polishing your final product.

Let me go into some more detail about editing and proofreading, and then explain how good editors and proofreaders can help you."

Editing is helping the author (in this case, you) go from a rough draft to a finished work . Editing is the process of asking questions about what you're saying, how you're saying it, and how you're organizing your ideas. But not all editing is good editing . In fact, it's very easy for an editor to cross the line from supportive to overbearing and over-involved.

Ability to clarify assignments. A good editor is usually a good writer, and certainly has to be a good reader. For example, in this case, a good editor should make sure you understand the actual essay prompt you're supposed to be answering.

Open-endedness. Good editing is all about asking questions about your ideas and work, but without providing answers. It's about letting you stick to your story and message, and doesn't alter your point of view.

Think of an editor as a great travel guide. It can show you the many different places your trip could take you. It should explain any parts of the trip that could derail your trip or confuse the traveler. But it never dictates your path, never forces you to go somewhere you don't want to go, and never ignores your interests so that the trip no longer seems like it's your own. So what should good editors do?

Help Brainstorm Topics

Sometimes it's easier to bounce thoughts off of someone else. This doesn't mean that your editor gets to come up with ideas, but they can certainly respond to the various topic options you've come up with. This way, you're less likely to write about the most boring of your ideas, or to write about something that isn't actually important to you.

If you're wondering how to come up with options for your editor to consider, check out our guide to brainstorming topics for your college essay .

Help Revise Your Drafts

Here, your editor can't upset the delicate balance of not intervening too much or too little. It's tricky, but a great way to think about it is to remember: editing is about asking questions, not giving answers .

Revision questions should point out:

• Places where more detail or more description would help the reader connect with your essay
• Places where structure and logic don't flow, losing the reader's attention
• Places where there aren't transitions between paragraphs, confusing the reader
• Moments where your narrative or the arguments you're making are unclear

But pointing to potential problems is not the same as actually rewriting—editors let authors fix the problems themselves.

Bad editing is usually very heavy-handed editing. Instead of helping you find your best voice and ideas, a bad editor changes your writing into their own vision.

You may be dealing with a bad editor if they:

• Add material (examples, descriptions) that doesn't come from you
• Use a thesaurus to make your college essay sound "more mature"
• Add meaning or insight to the essay that doesn't come from you
• Tell you what to say and how to say it
• Write sentences, phrases, and paragraphs for you
• Change your voice in the essay so it no longer sounds like it was written by a teenager

Colleges can tell the difference between a 17-year-old's writing and a 50-year-old's writing. Not only that, they have access to your SAT or ACT Writing section, so they can compare your essay to something else you wrote. Writing that's a little more polished is great and expected. But a totally different voice and style will raise questions.

Where's the Line Between Helpful Editing and Unethical Over-Editing?

Sometimes it's hard to tell whether your college essay editor is doing the right thing. Here are some guidelines for staying on the ethical side of the line.

• An editor should say that the opening paragraph is kind of boring, and explain what exactly is making it drag. But it's overstepping for an editor to tell you exactly how to change it.
• An editor should point out where your prose is unclear or vague. But it's completely inappropriate for the editor to rewrite that section of your essay.
• An editor should let you know that a section is light on detail or description. But giving you similes and metaphors to beef up that description is a no-go.

Proofreading (also called copy-editing) is checking for errors in the last draft of a written work. It happens at the end of the process and is meant as the final polishing touch. Proofreading is meticulous and detail-oriented, focusing on small corrections. It sands off all the surface rough spots that could alienate the reader.

Because proofreading is usually concerned with making fixes on the word or sentence level, this is the only process where someone else can actually add to or take away things from your essay . This is because what they are adding or taking away tends to be one or two misplaced letters.

Laser focus. Proofreading is all about the tiny details, so the ability to really concentrate on finding small slip-ups is a must.

Excellent grammar and spelling skills. Proofreaders need to dot every "i" and cross every "t." Good proofreaders should correct spelling, punctuation, capitalization, and grammar. They should put foreign words in italics and surround quotations with quotation marks. They should check that you used the correct college's name, and that you adhered to any formatting requirements (name and date at the top of the page, uniform font and size, uniform spacing).

Limited interference. A proofreader needs to make sure that you followed any word limits. But if cuts need to be made to shorten the essay, that's your job and not the proofreader's.

A bad proofreader either tries to turn into an editor, or just lacks the skills and knowledge necessary to do the job.

Some signs that you're working with a bad proofreader are:

• If they suggest making major changes to the final draft of your essay. Proofreading happens when editing is already finished.
• If they aren't particularly good at spelling, or don't know grammar, or aren't detail-oriented enough to find someone else's small mistakes.
• If they start swapping out your words for fancier-sounding synonyms, or changing the voice and sound of your essay in other ways. A proofreader is there to check for errors, not to take the 17-year-old out of your writing.

What Do Colleges Think of Your Getting Help With Your Essay?

Admissions officers agree: light editing and proofreading are good—even required ! But they also want to make sure you're the one doing the work on your essay. They want essays with stories, voice, and themes that come from you. They want to see work that reflects your actual writing ability, and that focuses on what you find important.

On the Importance of Editing

Get feedback. Have a fresh pair of eyes give you some feedback. Don't allow someone else to rewrite your essay, but do take advantage of others' edits and opinions when they seem helpful. ( Bates College )

Read your essay aloud to someone. Reading the essay out loud offers a chance to hear how your essay sounds outside your head. This exercise reveals flaws in the essay's flow, highlights grammatical errors and helps you ensure that you are communicating the exact message you intended. ( Dickinson College )

On the Value of Proofreading

Share your essays with at least one or two people who know you well—such as a parent, teacher, counselor, or friend—and ask for feedback. Remember that you ultimately have control over your essays, and your essays should retain your own voice, but others may be able to catch mistakes that you missed and help suggest areas to cut if you are over the word limit. ( Yale University )

Proofread and then ask someone else to proofread for you. Although we want substance, we also want to be able to see that you can write a paper for our professors and avoid careless mistakes that would drive them crazy. ( Oberlin College )

On Watching Out for Too Much Outside Influence

Limit the number of people who review your essay. Too much input usually means your voice is lost in the writing style. ( Carleton College )

Ask for input (but not too much). Your parents, friends, guidance counselors, coaches, and teachers are great people to bounce ideas off of for your essay. They know how unique and spectacular you are, and they can help you decide how to articulate it. Keep in mind, however, that a 45-year-old lawyer writes quite differently from an 18-year-old student, so if your dad ends up writing the bulk of your essay, we're probably going to notice. ( Vanderbilt University )

Now let's talk about some potential people to approach for your college essay editing and proofreading needs. It's best to start close to home and slowly expand outward. Not only are your family and friends more invested in your success than strangers, but they also have a better handle on your interests and personality. This knowledge is key for judging whether your essay is expressing your true self.

Parents or Close Relatives

Your family may be full of potentially excellent editors! Parents are deeply committed to your well-being, and family members know you and your life well enough to offer details or incidents that can be included in your essay. On the other hand, the rewriting process necessarily involves criticism, which is sometimes hard to hear from someone very close to you.

A parent or close family member is a great choice for an editor if you can answer "yes" to the following questions. Is your parent or close relative a good writer or reader? Do you have a relationship where editing your essay won't create conflict? Are you able to constructively listen to criticism and suggestion from the parent?

One suggestion for defusing face-to-face discussions is to try working on the essay over email. Send your parent a draft, have them write you back some comments, and then you can pick which of their suggestions you want to use and which to discard.

Teachers or Tutors

A humanities teacher that you have a good relationship with is a great choice. I am purposefully saying humanities, and not just English, because teachers of Philosophy, History, Anthropology, and any other classes where you do a lot of writing, are all used to reviewing student work.

Moreover, any teacher or tutor that has been working with you for some time, knows you very well and can vet the essay to make sure it "sounds like you."

If your teacher or tutor has some experience with what college essays are supposed to be like, ask them to be your editor. If not, then ask whether they have time to proofread your final draft.

Guidance or College Counselor at Your School

The best thing about asking your counselor to edit your work is that this is their job. This means that they have a very good sense of what colleges are looking for in an application essay.

At the same time, school counselors tend to have relationships with admissions officers in many colleges, which again gives them insight into what works and which college is focused on what aspect of the application.

Unfortunately, in many schools the guidance counselor tends to be way overextended. If your ratio is 300 students to 1 college counselor, you're unlikely to get that person's undivided attention and focus. It is still useful to ask them for general advice about your potential topics, but don't expect them to be able to stay with your essay from first draft to final version.

Friends, Siblings, or Classmates

Although they most likely don't have much experience with what colleges are hoping to see, your peers are excellent sources for checking that your essay is you .

Friends and siblings are perfect for the read-aloud edit. Read your essay to them so they can listen for words and phrases that are stilted, pompous, or phrases that just don't sound like you.

You can even trade essays and give helpful advice on each other's work.

If your editor hasn't worked with college admissions essays very much, no worries! Any astute and attentive reader can still greatly help with your process. But, as in all things, beginners do better with some preparation.

First, your editor should read our advice about how to write a college essay introduction , how to spot and fix a bad college essay , and get a sense of what other students have written by going through some admissions essays that worked .

Then, as they read your essay, they can work through the following series of questions that will help them to guide you.

Introduction Questions

• Is the first sentence a killer opening line? Why or why not?
• Does the introduction hook the reader? Does it have a colorful, detailed, and interesting narrative? Or does it propose a compelling or surprising idea?
• Can you feel the author's voice in the introduction, or is the tone dry, dull, or overly formal? Show the places where the voice comes through.

Essay Body Questions

• Does the essay have a through-line? Is it built around a central argument, thought, idea, or focus? Can you put this idea into your own words?
• How is the essay organized? By logical progression? Chronologically? Do you feel order when you read it, or are there moments where you are confused or lose the thread of the essay?
• Does the essay have both narratives about the author's life and explanations and insight into what these stories reveal about the author's character, personality, goals, or dreams? If not, which is missing?
• Does the essay flow? Are there smooth transitions/clever links between paragraphs? Between the narrative and moments of insight?

Reader Response Questions

• Does the writer's personality come through? Do we know what the speaker cares about? Do we get a sense of "who he or she is"?
• Where did you feel most connected to the essay? Which parts of the essay gave you a "you are there" sensation by invoking your senses? What moments could you picture in your head well?
• Where are the details and examples vague and not specific enough?
• Did you get an "a-ha!" feeling anywhere in the essay? Is there a moment of insight that connected all the dots for you? Is there a good reveal or "twist" anywhere in the essay?
• What are the strengths of this essay? What needs the most improvement?

Should You Pay Money for Essay Editing?

One alternative to asking someone you know to help you with your college essay is the paid editor route. There are two different ways to pay for essay help: a private essay coach or a less personal editing service , like the many proliferating on the internet.

My advice is to think of these options as a last resort rather than your go-to first choice. I'll first go through the reasons why. Then, if you do decide to go with a paid editor, I'll help you decide between a coach and a service.

When to Consider a Paid Editor

In general, I think hiring someone to work on your essay makes a lot of sense if none of the people I discussed above are a possibility for you.

If you can't ask your parents. For example, if your parents aren't good writers, or if English isn't their first language. Or if you think getting your parents to help is going create unnecessary extra conflict in your relationship with them (applying to college is stressful as it is!)

If you can't ask your teacher or tutor. Maybe you don't have a trusted teacher or tutor that has time to look over your essay with focus. Or, for instance, your favorite humanities teacher has very limited experience with college essays and so won't know what admissions officers want to see.

If you can't ask your guidance counselor. This could be because your guidance counselor is way overwhelmed with other students.

If you can't share your essay with those who know you. It might be that your essay is on a very personal topic that you're unwilling to share with parents, teachers, or peers. Just make sure it doesn't fall into one of the bad-idea topics in our article on bad college essays .

If the cost isn't a consideration. Many of these services are quite expensive, and private coaches even more so. If you have finite resources, I'd say that hiring an SAT or ACT tutor (whether it's PrepScholar or someone else) is better way to spend your money . This is because there's no guarantee that a slightly better essay will sufficiently elevate the rest of your application, but a significantly higher SAT score will definitely raise your applicant profile much more.

Should You Hire an Essay Coach?

On the plus side, essay coaches have read dozens or even hundreds of college essays, so they have experience with the format. Also, because you'll be working closely with a specific person, it's more personal than sending your essay to a service, which will know even less about you.

But, on the minus side, you'll still be bouncing ideas off of someone who doesn't know that much about you . In general, if you can adequately get the help from someone you know, there is no advantage to paying someone to help you.

If you do decide to hire a coach, ask your school counselor, or older students that have used the service for recommendations. If you can't afford the coach's fees, ask whether they can work on a sliding scale —many do. And finally, beware those who guarantee admission to your school of choice—essay coaches don't have any special magic that can back up those promises.

Should You Send Your Essay to a Service?

On the plus side, essay editing services provide a similar product to essay coaches, and they cost significantly less . If you have some assurance that you'll be working with a good editor, the lack of face-to-face interaction won't prevent great results.

On the minus side, however, it can be difficult to gauge the quality of the service before working with them . If they are churning through many application essays without getting to know the students they are helping, you could end up with an over-edited essay that sounds just like everyone else's. In the worst case scenario, an unscrupulous service could send you back a plagiarized essay.

Getting recommendations from friends or a school counselor for reputable services is key to avoiding heavy-handed editing that writes essays for you or does too much to change your essay. Including a badly-edited essay like this in your application could cause problems if there are inconsistencies. For example, in interviews it might be clear you didn't write the essay, or the skill of the essay might not be reflected in your schoolwork and test scores.

Should You Buy an Essay Written by Someone Else?

Let me elaborate. There are super sketchy places on the internet where you can simply buy a pre-written essay. Don't do this!

For one thing, you'll be lying on an official, signed document. All college applications make you sign a statement saying something like this:

I certify that all information submitted in the admission process—including the application, the personal essay, any supplements, and any other supporting materials—is my own work, factually true, and honestly presented... I understand that I may be subject to a range of possible disciplinary actions, including admission revocation, expulsion, or revocation of course credit, grades, and degree, should the information I have certified be false. (From the Common Application )

For another thing, if your academic record doesn't match the essay's quality, the admissions officer will start thinking your whole application is riddled with lies.

Admission officers have full access to your writing portion of the SAT or ACT so that they can compare work that was done in proctored conditions with that done at home. They can tell if these were written by different people. Not only that, but there are now a number of search engines that faculty and admission officers can use to see if an essay contains strings of words that have appeared in other essays—you have no guarantee that the essay you bought wasn't also bought by 50 other students.

• You should get college essay help with both editing and proofreading
• A good editor will ask questions about your idea, logic, and structure, and will point out places where clarity is needed
• A good editor will absolutely not answer these questions, give you their own ideas, or write the essay or parts of the essay for you
• A good proofreader will find typos and check your formatting
• All of them agree that getting light editing and proofreading is necessary
• Parents, teachers, guidance or college counselor, and peers or siblings
• If you can't ask any of those, you can pay for college essay help, but watch out for services or coaches who over-edit you work
• Don't buy a pre-written essay! Colleges can tell, and it'll make your whole application sound false.

Ready to start working on your essay? Check out our explanation of the point of the personal essay and the role it plays on your applications and then explore our step-by-step guide to writing a great college essay .

Using the Common Application for your college applications? We have an excellent guide to the Common App essay prompts and useful advice on how to pick the Common App prompt that's right for you . Wondering how other people tackled these prompts? Then work through our roundup of over 130 real college essay examples published by colleges .

Stressed about whether to take the SAT again before submitting your application? Let us help you decide how many times to take this test . If you choose to go for it, we have the ultimate guide to studying for the SAT to give you the ins and outs of the best ways to study.

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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Creating and Administering Online or Remote Exams: Considerations and Effective Practices

COVID-19 and the dramatic increase in remote, hybrid, and online teaching have prompted many CU faculty and instructional support staff to rethink many elements of their courses and question previously held assumptions about how people learn. How to administer exams is a particularly thorny issue, especially for courses with large enrollments for which fact-based, multiple choice exams are the norm. This guide highlights key considerations, concerns, and effective practices for remote and online exams.

A few things to keep in mind as you work with students during this time:

• Start with care and trust. Remember that we are still in the midst of a pandemic and that this is not the “new normal,” but rather a constantly changing environment with an overwhelming amount of information and daily disruptions contributing to additional stress. Meaningful teaching and long-lasting learning depend on the mutual trust of educator and learner. This has never been truer than it is now, when the where and how of teaching and learning are so disrupted.
• We can’t always see the challenges. Researchers have found that people are suffering profound mental health effects associated with the pandemic . It is common to have feelings of fear and anxiety, loneliness, depression, and negative impacts on existing health conditions. CU students may have trouble concentrating, sleeping, or eating, and may increase substance use during this time – all of which have substantive impacts on learning and decision-making.
• Be straightforward, clear, and accommodating. The pandemic has had inequitable and compounding effects on CU students and their families. A survey conducted at research universities at the end of spring 2020 found that students – especially first-generation students – suffered financial hardships that may have prevented them from returning this fall. Many of these students do not have access to adequate technology or the internet, and often face food and housing insecurity.

Effective Practices for Online Exams

Done well, exams can be effective assessments of learning, and can be used to help students focus attention on key concepts and materials. Facing an exam in an unfamiliar format or with unusual expectations can contribute to additional stress and test-taking anxiety that can interfere with students’ abilities to effectively demonstrate what they have learned. Educators should be mindful of the ways in which exams can be designed and administered to support students and their learning.

Align Assessments to Course Learning Outcomes 

When deciding whether to use an exam to assess learning, consider how the assessment aligns with learning goals . Do the exam content and format allow students to demonstrate their understanding of key course concepts or ask them to apply skills learned in the course? Good assessments in any teaching modality starts with clear alignment of learning tasks to course learning goals. Assessments should focus on what instructors want students to know or be able to do and not punish students for hidden or implicit expectations (e.g., writing syntax errors).

Use Multiple Low-Stakes Assessments Rather than Fewer High-Stakes Exams

Research shows that low stakes assessments promote learning by providing frequent formative feedback and multiple opportunities for improvement. Low-stakes assessments reduce testing anxiety and build student confidence as learners . Low-stakes assignments provide opportunities for students to demonstrate their learning throughout the semester, as well as foster a feeling among students that they are making measurable progress. Brief writing assignments such as one-minute essays, rapid response activities using tools like Clickers, Quizzes in Canvas, Mentimeter , peer- and self-assessments using rubrics, and online discussion forums can keep students engaged and allow instructors to check in on their learning.

Create Exams that Require Higher Order Thinking

If one of the course goals is for students to demonstrate higher-order thinking skills, create exams that allow students to demonstrate learning through analysis, synthesis, or application of concepts to new scenarios . This approach asks students to think critically and tackle tough problems.

Consider Open-Book Exams

“Open-book” exams encourage students to use their course resources to synthesize or evaluate information and go deeper into concepts . Open-book exams tap into students’ critical thinking, analysis, and application skills. Have students show their work, explain answers, interpret data visualizations, or draw connections between ideas. Make sure to clearly communicate your expectations for what resources students are allowed to use, and whether or not they are allowed to work with other students.

Design Assessments with Equity in Mind

Inequities in higher education persist under normal conditions and have come into sharp relief during the COVID-19 pandemic. We must be careful not to inadvertently further or exacerbate inequity through pedagogical or technological choices. The information provided here is meant to support meaningful, learner-centered assessment. Creating assessments with equity in mind means involving students in the assessment process such as using student-generated exam questions; offering flexible options for students to demonstrate their learning; and being able to adapt your exam strategy to student needs .

Concerns about Cheating

Faculty may be concerned about cheating and the effects on learning and grades. While the strategies discussed in the previous section minimize the opportunity for cheating, some students will still choose this path. The following recommendations directly address these concerns while minimizing the need for proctoring.

Encourage Accountability with the CU Honor Code.

Ask students to sign a pledge or write a statement in their own words that they will uphold the Honor Code. CU’s Honor Code states, "On my honor, as a University of Colorado Boulder student I have neither given nor received unauthorized assistance." You can include the CU Honor Code statement at the beginning of the online quiz or in the exam instructions.

Use an Exam with Random Item Generator

Canvas Quizzes can draw from a bank of test questions and randomly assign questions to individual students based on set parameters. Some question types allow the instructor to populate test items with different values so that students must solve the same kind and level of problem but cannot share answers with others.

Randomize Answer Options

If your exam includes multiple choice questions, you can randomize the order of options so each student is presented with a random order. This setting is available in the Quizzes tool in Canvas. This will make it more difficult for students to share correct answers.

Set Time Limits

While it is important to provide sufficient time for students to complete the exam so that they can account for competing issues such as their living situation and access to technology, setting a time limit for students to complete the exam could also reduce the opportunities to violate academic honesty. Remember to allow extended time for students who have accommodations through Disability Services .

Canvas Tools for Online Exams

Quizzes in canvas.

Instructors can administer online exams using the Quizzes tool in Canvas , CU Boulder’s learning management system. The tool has several question types available, including Multiple Choice, Matching, Numerical, Formula, and Essay. Most of the question types can be auto-graded. Instructors can control when a quiz is available and how much time students have to complete a quiz, as well as which results are released to students and when they are released. Quizzes makes it easy to adjust the exam availability window, time limit, and number of attempts for individual students (e.g., if a student needs to take an exam at a different time or needs extra time to complete it). Quizzes also integrates with Proctorio .

Instructors can get support for setting up their exams in Canvas from OIT’s Learning Technology Consultants . OIT offers training sessions on Quizzes in Canvas, both as live sessions and as on-demand recordings . 

Exam setting and configurations strategies to minimize academic dishonesty:

• Set exam time limit
• Randomize the order of multiple-choice question answers
• Randomize the order of questions
• Create a question bank and set the exam to pull a randomized set of questions for each student
• Set the exam to not release correct answers to the students until all the students complete the exam

Assignments in Canvas

The Assignments tool in Canvas can be used to evaluate papers and a variety of project formats, including video. Assignments has a flexible rubric tool that can help make grading faster and more consistent. Rubrics are also a great way to set student expectations for the quality of work. Speedgrader allows instructors to leave comments and annotations directly on student papers, as well as to provide overall text and video comments on student submissions.

Online Exam Proctoring Software: Proctorio

The Office of Information Technology (OIT) supports Proctorio , an online exam proctoring software that is available for faculty to enable in their Canvas courses. Proctorio simulates an in-person testing experience through automated user authentication and monitoring of the test taker. Proctorio requires that exam takers have a computer with camera, speaker and microphone. Proctorio is a robust platform that meets CU’s privacy and security policies; however it must be noted that some faculty and students have expressed concerns about its use in college courses.

Uses for Proctorio

Faculty may choose to use online exam proctoring out of concerns for academic integrity, for verifying the test-taker’s identity, or for administering multiple-choice exams to courses with large enrollments. CU faculty who use the tool say that it is easy to use and reduces cheating. Proctorio gives instructors granular control over the types of test taker behaviors they would like to monitor. For information about Proctorio’s features and training sessions, visit OIT’s Proctorio service page .

Concerns About Online Exam Proctoring

Online exam proctoring has generated concerns from educators and student privacy rights proponents over the invasive methods that the platform uses to monitor student body and eye movements, access the student’s computer, and surveil the student’s surroundings. Instructors and students have likewise noted inequities such as students’ limited access to technology or bandwidth, stressful test conditions or shared living spaces with no access to private places to take the exam. Online proctoring platforms like Proctorio can also be incompatible with assistive technology such as screen readers, tablet computers, or outdated computer systems.

In July 2020, the Remote Exam Working Group in the College of Engineering & Applied Science recommended against using Proctorio, citing privacy concerns and the sense of mistrust that its use can create between students and instructors. For more information and recommendations, read their report, Remote Exam Best Practices .

If You Decide to Use Proctorio...

Offer a practice exam before the actual test. This will help reduce stress, as well as work out any potential issues. Step-by-step instructions on how to set up a practice test as well as a pre-built practice test that you can upload to your course are available in the Set Up a Practice Quiz tutorial on the OIT website.

Provide an alternate arrangement. If remote proctoring must be used in your classes, allow exemptions or alternatives for students who have limited connectivity or do not have access to the technology or equipment required for using Proctorio, and for those who need to take the exam in another time zone. Alternatives will also need to be extended to students with disability accommodations, students who do not feel safe exposing their environment, and those who express mental health concerns. Please consult OIT's Proctorio Accessibility page  for information about limitations of the tool for users with disabilities.

Include a statement about online proctoring in the syllabus. It is recommended that instructors include information about Proctorio in the course syllabus, as well as link to the Proctorio security and privacy information and explain what to expect should students need an exception from using Proctorio . OIT provides a suggested syllabus statement that you can adapt to your course.

Above all, do not require a higher level of proof of learning in an online class than you would in a face-to-face course.

Further Reading & Resources

For more information or assistance with creating effective assessments:

CU Boulder College of Engineering & Applied Science Remote Exam Best Practices

Office of Information Technology Learning Technology Consultants

  OIT Proctorio Service Page

  OIT Canvas Service Page

  Bay View Alliance Resources for Assessing Student Learning Online

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• Essay Exams

Essay exams provide opportunities to evaluate students’ reasoning skills such as the ability to compare and contrast concepts, justify a position on a topic, interpret cases from the perspective of different theories or models, evaluate a claim or assertion with evidence, design an experiment, and other higher level cognitive skills. They can reveal if students understand the theory behind course material or how different concepts and theories relate to each other. 

+ Advantages and Challenges of essay exams

Advantages:

• Can be used to measure higher order cognitive skills
• Takes relatively less time to write questions
• Difficult for respondents to get correct answers by guessing

Challenges:

• Can be time consuming to administer and to score
• Can be challenging to identify measurable, reliable criteria for assessing student responses
• Limited range of content can be sampled during any one testing period
• Timed exams in general add stress unrelated to a student's mastery of the material

+ Creating an essay exam

• Limit the use of essay questions to learning aims that require learners to share their thinking processes, connect and analyze information, and communicate their understanding for a specific purpose. 
• Write each item so that students clearly understand the specific task and what deliverables are required for a complete answer (e.g. diagram, amount of evidence, number of examples).
• Indicate the relative amount of time and effort students should spend on each essay item, for example “2 – 3 sentences should suffice for this question”.
• Consider using several narrowly focused items rather than one broad item.
• Consider offering students choice among essay questions, while ensuring that all learning aims are assessed.

When designing essay exams, consider the reasoning skills you want to assess in your students. The following table lists different skills to measure with example prompts to guide assessment questions. 

+ Preparing students for an essay exam

Adapted from Piontek, 2008

Prior to the essay exam

• Administer a formative assessment that asks students to do a brief write on a question similar to one you will use on an exam and provide them with feedback on their responses.
• Provide students with examples of essay responses that do and do not meet your criteria and standards. 
• Provide students with the learning aims they will be responsible for mastering to help them focus their preparation appropriately.
• Have students apply the scoring rubric to sample essay responses and provide them with feedback on their work.

Resource video : 2-minute video description of a formative assessment that helps prepare students for an essay exam. 

+ Administering an essay exam

• Provide adequate time for students to take the assessment. A strategy some instructors use is to time themselves answering the exam questions completely and then multiply that time by 3-4.
• Endeavor to create a distraction-free environment.
• Review the suggestions for informal accommodations for multilingual learners , which may be helpful in setting up an essay exam for all learners.

+ Grading an essay exam

To ensure essays are graded fairly and without bias:

• Outline what constitutes an acceptable answer (criteria for knowledge and skills).
• Select an appropriate scoring method based on the criteria.
• Clarify the role of writing mechanics and other factors independent of the learning aims being measured.
• Share with students ahead of time.
• Use a systematic process for scoring each essay item.  For instance, score all responses to a single question in one setting.
• Anonymize student work (if possible) to ensure fairer and more objective feedback. For example students could use their student ID number in place of their name.

+ References & Resources

• For more information on setting criteria, preparing students, and grading essay exams read:  Boye, A. (2019) Writing Better Essay Exams , IDEA paper #76.
• For more detailed descriptions of how to develop and score essay exams read: Piontek, M.E. (2008). Best Practices for Designing and Grading Exams, CRLT Occasional Paper # 24.

Web resources

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Preparing for an Online, Open-Book Exam

Writing an exam remotely probably wasn’t your original plan, but Academic Skills can offer some helpful tips as you mentally prep for new exam formats! Many instructors have transitioned to open-book exams; here we’ve laid out some strategies to help you prepare (yes, you still need to study for this type of exam!).

Challenges of an open-book exam

Protect your academic integrity, step 1: understanding expectations.

• Step 2: Reviewing course objectives and themes
• Sample Study Chart
• Sample Tree Diagram
• Sample Mind Map

Step 4: Practice

Step 5: make a system, tips for test time.

While open-book exams offer the opportunity to look through notes during the test, they are not necessarily easier than closed-book exams. Why?

Open-book exams often still have time limits; you generally cannot look up the answer to every question and still have time to complete the exam within the time limit.

Open-book exams focus on synthesis, analysis, and application, rather than memorization. This means that open-book exams generally require higher-order thinking and writing skills.

It is more tempting NOT to study for an open-book exam, leaving students unprepared for writing them well when the time comes.

Keys to Success

We’ll get into the details of how to prepare, but here is a brief overview of the keys to writing a successful open-book exam:

• Knowledge: a solid understanding of the course content
• Systems: organized notes and a systematic way to find content quickly
• Structure: plan for completing the exam within the time limit and commit to that plan
• Academic integrity: make sure your work is your own – otherwise it’s not your success!

All work you submit for credit must be individual, original, and free from unearned advantage.

For an online, open-book exam, it is important that you understand what materials you are permitted to access and reference. You may be limited to use of your course notes and textbook, which means you should not access your web browser, social media apps, or messaging platforms during the exam. Take note of all exam instructions in advance of the exam date, and if necessary, ask for clarification on permitted materials.   

It is also important to note that you should not be posting or accessing exam questions or responses to questions on sharing sites or social media. Learn more about the Academic Integrity Policy and How to Protect your Academic Integrity in Online Learning.

Steps to prepare for an open-book exam

Give yourself plenty of time to prepare for your open-book exam. Follow these steps to prepare efficiently and effectively.

Make sure you understand your instructor’s expectations for the exam and that you clearly understand the exam framework:

• When will you have access to the exam?
• How much time will you have to write the exam?
• Do you need to complete the exam in one chunk? Or can you take a break and come back to it later?
• What types of questions will be on the exam? E.g. multiple choice, short answer, synthesis, application
• What materials are you allowed to consult? All course materials? Google? Outside research articles?
• How can you ask for clarification, if you need it, once you’ve started writing?
• Do you need in-text citations and/or a references page for your exam? Academic integrity still applies!

Step 2: Review the course objectives and themes

This is a great place to start setting up a framework for organizing your notes, starting your review, and beginning to make connections between course ideas that will be important for those higher-order thinking questions.

First, review your syllabus:

• What are the course objectives? What do you professors say that they would like you to understand by the end of the course?
• What are the major themes or topics of the course?
• How is the course organized?
• What have been the most important readings?
• Can you sum up the main idea(s) or guiding principle(s) of the course?

As you take note of the objectives/themes/readings, start to think about connections between them – how does one lead into the next? How are they related to each other? How do they relate to the assignments you’ve done?

Step 3: Prepare study notes

This is the bulk of your open-book exam prep, but completing the previous steps will make this step easier!

• Start by preparing good study notes from the lecture notes/slides, course readings, and other course materials:
• Organize your notes based on the course organization: themes, units, systems, modules, etc. Hint: use your framework and summaries from Step 2!
• Identify the type of material you need to understand: concepts or theories, processes, equations, data trends, etc.
• Summarize and synthesize content using study charts (Figure 1), tree diagrams (Figure 2), concept maps (Figure 3), reference or equation sheets, index cards, etc.

Figure 1: Sample column headings for study charts for different disciplines.

Figure 2: tree diagram example.

A tree diagram is hierarchical; a general topic branches into specific sub-topics.

Figure 3: Mind map (or concept map) example

 A mind map is a web-like graphic showing connections between a central concept and related ideas.

• Flexibility in design and organization
• Accessible if you cannot open any other programs while you write your exam (or if your computer tends to run slowly)
• Can integrate print textbook and other resources from the course
• Content is searchable
• Can create linked content in one document (e.g. create linked headings and link them in a table of contents or bulleted list for quick access)
• Can split screen for exam and resources (if permitted for the course)

Effective studying goes beyond just reading through your notes. If you’ve completed Step 3 and worked on highlighting themes, organizing ideas, and making connections between those ideas, that’s a great start. Remember that open-book exam questions will likely be looking for more application examples or more evidence of analysis and critical thinking – i.e. more than simple recall of information. Keep that in mind as you try out some of these methods to prepare yourself for your exam:

• Anticipate potential questions and then test yourself by writing answers to those questions
• Ask your professor or TA for a practice question (well ahead of time)
• Try teaching a course theory, explaining a course theme, or showing how to do a sample problem to someone else. Or even your dog! With physical distancing, of course!
• Use the list of key terms in a chapter or table of contents to create a short list of relevant concepts
• Set a timer for 2-5 minutes and free-write anything you know about each concept
• When you are finished, check your responses
• Make a note of any ideas/concepts for which you couldn’t provide a complete response or enough details – review those concepts and then repeat the SPEW method for these concepts again.

As a last step to prepare for the exam, make sure you have a system in place for finding the information you need quickly! Here are some tips for developing your system:

• Set up your test-writing space so that you have room to write and room to lay out the resources you will need so they are close at hand
• Have your notes in a binder so that you aren’t shuffling through loose pages. Make use of physical dividers, sticky notes, etc. so that you can quickly jump to the section you need.
• Make a chart or table of contents for quick reference to big concepts, key systems, or other forms of organization. Annotate your chart or table of contents with summaries of main ideas for each unit, topic, category of information.
• Colour code your charts and notes. Use sticky notes, highlighters, etc.
• Mark important pages in your readings or textbooks. Use labeled sticky notes to help you quickly find key information.
• If you are using digital notes, make use of highlighter tools, or insert comments in key areas so that you jump to sections. Use a digital table of contents with links to headings.

You’ve thought about the test expectations, reviewed the course objectives, prepared your notes, practiced, and developed a system for quickly accessing your notes. Now it’s test time! Here are some tips for actually writing the exam:

• Example: 75 multiple choice questions in 2 hours = 1.5 minutes per question – 20 questions should take 30 min max. Check your pace!
• Reading the question – understand what the question is asking; identify key words in the question.
• For multiple choice questions, review all responses before selecting – analyze your options.  See more on writing multiple choice exams. 
• For questions that you aren’t sure about, take time to refer to your notes. Use your study charts or table of contents (or the search function for digital notes) to find relevant content for the question quickly.
• For free response questions, write full and complete answers with appropriate detail to demonstrate your understanding of course concepts.  See more on writing free response exams – i.e. short answer and essays. 

If your test is online, make sure you have any technology troubleshooting done ahead of time. Here is some additional great technical advice from Student Accessibility Services .

Good luck on all of your exams, from the Academic Skills team! Please note that Academic Skills appointments can be booked through the Student Experience Portal – feel free to make an appointment to further discuss study strategies.

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Writing Exam Essays

Exam essays usually come in one of two formats:

• an in-class essay that requires you to write at a pre-scheduled time or
• a take-home essay that you can work on over a few days.

Either way, the structure of exam essays will be different from the papers you’re tasked with writing over a longer period of time.

Although exam essays don’t require the same amount of research and specificity as your term-time papers, they do require you to prioritize your time differently.

There’s no need to fear, however. Here are some strategies to make your next exam or in-class essay easier.

Understand the Question

Before you get started, take a critical look at what the question is asking of you.

Underlining key words and elements of the question can help you to identify the essential components of your response. For example, an essay that asks you to compare two sources from the course has a different purpose than an essay that asks you to state the significance of a theory, so it’s important to identify what the question is asking of you.

Remember: you can write a fantastic essay, but it also has to follow assignment guidelines to be successful. Be sure to ask questions if you don’t understand!

Create an Outline

Because you have such little time to write an in-class essay, you may be tempted to start writing right away. However, taking just five minutes to organize your thoughts and evidence before you get started will make for a better-argued, better-organized essay.

Your outline doesn’t have to be fancy or well-developed; your outline just has to make sense to you.

It’s best to include your general argument, sub-arguments, supporting evidence, and relevant course content in your outline. You can always develop your ideas further as you write.

Develop a Succinct Point

By nature, essay questions will tackle big topics in the course. There is likely going to be a lot you learned this semester that you won’t be able to share in your exam essay, and that’s natural!

Instead of cramming everything you studied into one essay, craft your essay to specifically answer the question that is being asked of you.

Craft a Thesis (If Needed)

For some exam essays, you will be required to have a thesis. This won’t be as nuanced as your thesis statements for other types of writing assignments, but it should still be a statement of your argument.

One way to make sure that you follow the instructions is to use key words from the question in your thesis. For instance, the question “Why is the Sistine Chapel important?” may become the thesis “The Sistine Chapel is important because...”

Be sure to refer to the assignment instructions to see if you’re required to write a thesis, as some exam essays will be reflective or explanatory instead of argumentative.

Use Evidence from the Course

Essays are a great way to show your holistic understanding of the content that you might not be able to show in other exam formats (like multiple choice). As a result, you should keep your evidence limited to what you learned directly from your course, not general knowledge or content that you learned in other courses.

Unless you have an open-book exam, it is highly unlikely that you will need to include direct quotes or page numbers in an exam essay. Instead, you should focus on sources’ main arguments, the content you learned in lectures, and any special experiments or case studies you studied in class. It’s a good idea to remember the authors’ names and the titles of the works you studied, but you won’t be expected to memorize readings word-for-word.

Budget Your Time Wisely

Whether your essay makes up 100% of your final or if you have other sections of the exam, you should always be mindful of your time constraint.

• Make sure you can see a clock and start to conclude your essay in advance of the deadline.
• Try to use the entire allotted time to think and write.

If you have other sections to your exam, like multiple choice or short answer questions, look at the mark breakdown for a general idea of how much time you should spend on each section. For instance, if you have a two-hour exam with an essay section worth 50%, short answer worth 25%, and multiple choice worth 25%, you should spend approximately one hour on your essay and thirty minutes each on short answer and multiple choice.

Read it Over

Unlike other types of writing assignments, in-class essays encourage you to write your essay from start to finish, in that order, without stopping to edit. By the time you’re finished, you’ve probably thought of additional points that you could have added to your introduction or body paragraphs. It’s not too late!

Even if you’re handwriting your essay, make use of the margins to fill in additional information. However, make sure that the flow is still clear for the reader. Arrows and stars can be great ways to draw attention to where the additional information fits into an existing paragraph.

No matter what, give yourself time to read over your essay at least once. Look for ways you can clarify your argument or define key terms.

If you have extra time, you can then focus on editing things like grammar and sentence structure.

How to Study for Exam Essays

• Identify key themes from your course. You can check the syllabus or lecture slides to find course goals and outcomes, which can be helpful to guide your studying.
• Recognize key sections and turning points in course material. If you need the content of one lesson to understand the others, it’s a good indication that it is particularly important.
• Draw connections between the content from different weeks. Are any of the materials directly supporting or opposing one another?
• Spend more time understanding the context than you spend on memorizing the little details. It is more important to remember the main arguments from your readings than direct quotes.
• Examine the significance of the theories, events, and materials you learned about instead of just the content itself.
• Connect your readings to the content you learned in lectures or tutorials.

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Teaching excellence & educational innovation, creating exams.

How can you design fair, yet challenging, exams that accurately gauge student learning? Here are some general guidelines. There are also many resources, in print and on the web, that offer strategies for designing particular kinds of exams, such as multiple-choice.

Choose appropriate item types for your objectives.

Should you assign essay questions on your exams? Problem sets? Multiple-choice questions? It depends on your learning objectives. For example, if you want students to articulate or justify an economic argument, then multiple-choice questions are a poor choice because they do not require students to articulate anything. However, multiple-choice questions (if well-constructed) might effectively assess students’ ability to recognize a logical economic argument or to distinguish it from an illogical one. If your goal is for students to match technical terms to their definitions, essay questions may not be as efficient a means of assessment as a simple matching task. There is no single best type of exam question: the important thing is that the questions reflect your learning objectives.

Highlight how the exam aligns with course objectives.

Identify which course objectives the exam addresses (e.g., “This exam assesses your ability to use sociological terminology appropriately, and to apply the principles we have learned in the course to date”). This helps students see how the components of the course align, reassures them about their ability to perform well (assuming they have done the required work), and activates relevant experiences and knowledge from earlier in the course.

Write instructions that are clear, explicit, and unambiguous.

Make sure that students know exactly what you want them to do. Be more explicit about your expectations than you may think is necessary. Otherwise, students may make assumptions that run them into trouble. For example, they may assume – perhaps based on experiences in another course – that an in-class exam is open book or that they can collaborate with classmates on a take-home exam, which you may not allow. Preferably, you should articulate these expectations to students before they take the exam as well as in the exam instructions. You also might want to explain in your instructions how fully you want students to answer questions (for example, to specify if you want answers to be written in paragraphs or bullet points or if you want students to show all steps in problem-solving.)

Write instructions that preview the exam.

Students’ test-taking skills may not be very effective, leading them to use their time poorly during an exam. Instructions can prepare students for what they are about to be asked by previewing the format of the exam, including question type and point value (e.g., there will be 10 multiple-choice questions, each worth two points, and two essay questions, each worth 15 points). This helps students use their time more effectively during the exam.

Word questions clearly and simply.

Avoid complex and convoluted sentence constructions, double negatives, and idiomatic language that may be difficult for students, especially international students, to understand. Also, in multiple-choice questions, avoid using absolutes such as “never” or “always,” which can lead to confusion.

Enlist a colleague or TA to read through your exam.

Sometimes instructions or questions that seem perfectly clear to you are not as clear as you believe. Thus, it can be a good idea to ask a colleague or TA to read through (or even take) your exam to make sure everything is clear and unambiguous.

Think about how long it will take students to complete the exam.

When students are under time pressure, they may make mistakes that have nothing to do with the extent of their learning. Thus, unless your goal is to assess how students perform under time pressure, it is important to design exams that can be reasonably completed in the time allotted. One way to determine how long an exam will take students to complete is to take it yourself and allow students triple the time it took you – or reduce the length or difficulty of the exam.

Consider the point value of different question types.

The point value you ascribe to different questions should be in line with their difficulty, as well as the length of time they are likely to take and the importance of the skills they assess. It is not always easy when you are an expert in the field to determine how difficult a question will be for students, so ask yourself: How many subskills are involved? Have students answered questions like this before, or will this be new to them? Are there common traps or misconceptions that students may fall into when answering this question? Needless to say, difficult and complex question types should be assigned higher point values than easier, simpler question types. Similarly, questions that assess pivotal knowledge and skills should be given higher point values than questions that assess less critical knowledge.

Think ahead to how you will score students’ work.

When assigning point values, it is useful to think ahead to how you will score students’ answers. Will you give partial credit if a student gets some elements of an answer right? If so, you might want to break the desired answer into components and decide how many points you would give a student for correctly answering each. Thinking this through in advance can make it considerably easier to assign partial credit when you do the actual grading. For example, if a short answer question involves four discrete components, assigning a point value that is divisible by four makes grading easier.

Creating objective test questions

Creating objective test questions – such as multiple-choice questions – can be difficult, but here are some general rules to remember that complement the strategies in the previous section.

• Write objective test questions so that there is one and only one best answer.
• Word questions clearly and simply, avoiding double negatives, idiomatic language, and absolutes such as “never” or “always.”
• Test only a single idea in each item.
• Make sure wrong answers (distractors) are plausible.
• Incorporate common student errors as distractors.
• Make sure the position of the correct answer (e.g., A, B, C, D) varies randomly from item to item.
• Include from three to five options for each item.
• Make sure the length of response items is roughly the same for each question.
• Keep the length of response items short.
• Make sure there are no grammatical clues to the correct answer (e.g., the use of “a” or “an” can tip the test-taker off to an answer beginning with a vowel or consonant).
• Format the exam so that response options are indented and in column form.
• In multiple choice questions, use positive phrasing in the stem, avoiding words like “not” and “except.” If this is unavoidable, highlight the negative words (e.g., “Which of the following is NOT an example of…?”).
• Avoid overlapping alternatives.
• Avoid using “All of the above” and “None of the above” in responses. (In the case of “All of the above,” students only need to know that two of the options are correct to answer the question. Conversely, students only need to eliminate one response to eliminate “All of the above” as an answer. Similarly, when “None of the above” is used as the correct answer choice, it tests students’ ability to detect incorrect answers, but not whether they know the correct answer.)

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International Baccalaureate taking ‘appropriate and timely measures’ to remove online posts containing leaked exam questions after outrage

Tuesday, 07 May 2024

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IB says investigation has found ‘students engaged’ in ‘time-zone cheating’ activities but did not disclose how many were involved. Those responsible will receive no marks for their exams or grades for the relevant subject, spokesman says. — SCMP

The body that runs the International Baccalaureate (IB) diploma programme has said “appropriate and timely measures” are being taken to remove all online posts that contain leaked exam questions , but did not disclose how many students had been caught cheating.

The IB said on Monday its investigation found that “students have engaged” in “time-zone cheating” activities. It noted on Sunday it had discovered “a very small number” of students had engaged in the practice and there was no evidence it was widespread.

“We understand technology enables sharing and distribution which amplifies the number of students posts might reach, before posts can be removed,” a spokesman said in a reply to the Post on Monday.

“Appropriate and timely measures are being taken to remove all related posts and render consequences to the students involved.”

Time-zone cheating involves students who have taken an exam sharing the questions with candidates in another part of the world who have yet to sit it. The practice is explicitly forbidden under IB policy.

While the Swiss-based IB did not reply to a question on the number of students found cheating, the Post found the leaked materials had been downloaded more than 47,000 times as of Monday afternoon.

Asked about calls for the affected tests to be cancelled and how the IB would ensure fairness to students who did not cheat, the spokesman reiterated that a formal investigation had been launched.

Those responsible would receive no marks for their exams or grades for the relevant subject, he warned.

“As an additional consequence, there will be no award of diploma certificate and involved students will be banned from resitting the examinations,” he said.

“To ensure fairness to students who didn’t cheat, the IB will carefully review individual exam responses and otherwise mark papers as usual, to ensure students who acted with integrity are not penalised.”

Asked how such an incident could be prevented in future, the spokesman said the IB strived to stay ahead of technological advancements which affected student learning as well as cultivating a culture of academic integrity.

The Post earlier discovered some questions and answers from this year’s maths papers had been shared in links posted to online forum Reddit.

Screenshots of a Telegram channel also had links to questions for business management, global politics, maths, physics, computer science, biology and chemistry.

The two-year IB diploma programme is an internationally recognised university entrance qualification. Almost 180,000 students took it globally last year.

The leaks have sparked widespread outrage among students, including those currently sitting the exams in Hong Kong, with some calling for them to be cancelled or retaken.

At least 3,600 people have signed an online petition, urging the IB to cancel this year’s exam or ensure justice for students who did not read the leaked materials.

Last year, 2,275 pupils sat IB exams in Hong Kong, up slightly from 2,213 in 2022.

This year’s assessments are being held from April 24 to May 17. The IB and the Diploma of Secondary Education are the two major university entrance exams in Hong Kong.

Hong Kong’s Education Bureau has been contacted for comment. – South China Morning Post

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