Essay Testing Preparation and Tips
How to Transition from Bubble Sheets to Blue Book Examinations
Jan 12, 2009
Almost every college freshman or sophomore dreads the class that requires essay testing. The very thought of a “blue examination book” sends shivers down the spines of students that usually have no past experience with essay testing. For most students, the high school experience was one standardized bubble-sheet test after another, whether it was the PSAT, the SAT, ACT, or the innumerable standardized multiple choice tests mandated by most state departments of education. The essay test is a totally new experience. But it need not be a source of anxiety if students properly prepare.
Transitioning from Bubble Sheet to Blue Book
Not every college or university test will be essay. Many lower level “core” courses such as Psychology 101 or Western Civilization may rely on bubble sheet testing to accommodate the large numbers of students packed into these classes. In such cases, students that learned how to cram in high school will do well, memorizing inane and highly selective “facts” in the covered chapters. Ultimately, nobody really cares that Alexander the Great was married twice.
Essay tests change all of that. In most cases, good essay questions not only ask the students to define and discuss a certain concept, but ask students to provide enough supporting facts that illustrate the concept. It is not enough to know the geographic features of Ancient Egypt, but to relate how geography influenced Egyptian rise to prosperity and ultimate decline. Worse yet, consider the question that asks students to contrast how geography in Ancient Egypt and geography in Mesopotamia influenced a belief in the afterlife.
Preparing for the Essay Test
There is no solid formula applicable to every student. Students learn and study differently. For some students, flash cards are a successful method of studying for tests. Other students find outlining chapters is the most advantageous strategy. Many learning theories hold that students that write down information, either from class lecture notes or from reading the text, will remember more than those that do not.
Highlighting or underlining the text may be the worst form of studying for tests. Some meticulous highlighters use a variety of marker colors to underscore important concepts. Yet, when all is said and done, students following this practice seldom recall why they highlighted certain passages, particularly if the test or examination covers multiple chapters.
Too few students take the time to utilize the “companion websites” created by text book publishers. In many cases, these websites are a good source of information, allowing students to quiz themselves, participate in virtual exercises, and explore abbreviated chapter summaries that highlight the chief concepts.
Studying for an essay test is very different from studying for an objective, multiple choice type test. In many ways, the essay test is more difficult. Not only are students required to know concepts, but to have a mastery of facts related to those concepts. Answering the essay question should include at minimum three relevant “facts” that demonstrate the validity of the answer.
Knowing What the Question Asks
Some essay questions have several parts. Students typically fare poorly when they fail to address all parts of the question. Similarly, students need to read the question carefully to determine exactly what is being asked. Once students are comfortable with the question, they should create a brief mini outline of their answer that includes specific examples to be used in answering the question. This type of organization goes a long way when students begin to write the essay.
Students should also ask their professor or TA questions about the test before it is administered. What is the best way to study? Can you give examples of sample essay questions? Finally, students should write their answers legibly, following a preplanned outline, and include a thesis and conclusion.
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