7.8: Taking Tests, Quizzes and Nursing School Tests

Learning Objectives

1. Understand the kinds of tests you will take in college and how you can learn from them.
2. Learn general strategies to apply when taking tests and quizzes.
3. Describe how some Nursing School Tests differ from other science courses.

Types of Tests

All tests are designed to determine how much you know about a particular subject at a particular point in time. But you should be aware of differences in types of tests because this will help guide how you prepare for them. Two general types of tests are based on their objectives, or how they are intended to be used: formative assessments and summative assessments.

Formative assessments include quizzes, unit tests, pop quizzes, and review quizzes from a textbook or its Web site. Their main objective is to make sure you know the fundamental material before moving on to more challenging topics. Because these quizzes usually don’t count much toward your final grade, many students think they are not very important. In fact, these quizzes are very important, particularly to you; they can help you to identify what you know and what you still need to learn to be successful in the course and in applying the material. A poor result on a quiz may not negatively affect your final grade much—but learning from its results and correcting your mistakes will affect your final grade, on the positive side, when you take midterms and finals!

Summative assessments include midterms and finals. They are used by the instructor to determine if you are mastering a large portion of the material, and as such, they usually carry a heavy weight toward your final grade for the course. Because of this, they often result in high levels of test anxiety and long study periods.

In addition to this classification by objective, tests can also be grouped into various categories based on how they are delivered. Each type has its own peculiar strategies.

• Paper tests are still the most common type of test, requiring students to write answers on the test pages or in a separate test booklet. They are typically used for in-class tests. Neatness and good grammar count, even if it’s not an English exam. Remember that the instructor will be reading dozens of test papers and will not likely spend much time trying to figure out your hieroglyphics, arrows, and cross-outs.
• Open-book tests allow the student to consult their notes, textbook, or both while taking the exam. Instructors often give this type of test when they are more interested in seeing your thoughts and critical thinking than your memory power. Be prepared to expose and defend your own viewpoints. When preparing, know where key material is present in your book and notes; create an index for your notes and use sticky notes to flag key pages of your textbook before the exam. Be careful when copying information or formulas to your test answers, because nothing looks worse in an open-book exam than misusing the material at your disposal.
• Take-home tests are like open-book tests except you have the luxury of time on your side. Make sure you submit the exam on time. Know what the instructor’s expectations are about the content of your answers. The instructor will likely expect more detail and more complete work because you are not under a strict time limit and because you have access to reference materials. Be clear about when the test is due. (Some instructors will ask you to e-mail your exam to them by a specific time.) Also find out if the instructor allows or expects you to collaborate with classmates. Be sure to type your exam and don’t forget to spell-check!
• Online tests are most commonly used for formative assessments, although they are starting to find their way into high-stakes exams, particularly in large lecture classes that fulfill a graduation requirement (like introductory psychology or history survey courses). The main advantage of online tests is that they can be computer graded, providing fast feedback to the student (with formative tests) and allowing the instructor to grade hundreds of exams easily (with summative assessments). Since these tests are computer graded, be aware that the instructor’s judgment is not involved in the grading. Your answers will be either right or wrong; there is no room for partially correct responses. With online tests, be sure you understand the testing software. Are there practice questions? If so, make sure you use them. Find out if you will be allowed to move freely between test sections to go back and check your work or to complete questions you might have skipped. Some testing software does not allow you to return to sections once they are “submitted.” Unless your exam needs to be taken at a specific time, don’t wait until the last minute to take the test. Should you have technical problems, you want to have time to resolve the issues. To avoid any conflicts with the testing software, close all other software applications before beginning the testing software.
• Electronic tests in the classroom are becoming more common as colleges install “smart classrooms” with technology such as wireless “clicker” technology that instructors may use to get a quick read of students’ understanding of a lecture. This testing method allows for only true-or-false and multiple-choice questions, so it is rarely used for summative assessments. When taking this kind of quick quiz, take notes on questions you miss so that you can focus on them when you do your own review.
• Presentations and oral tests are the most complete means for instructors to evaluate students’ mastery of material, because the evaluation is highly interactive. The instructor can (and likely will) probe you on certain points, question your assumptions, or ask you to defend your point of view. Make sure you practice your presentation many times with and without an audience (your study group is good for this). Have a clear and concise point of view and keep to the allotted time. (You don’t want to miss delivering a killer close if your instructor cuts you off because you weren’t aware of the time!)

Whole Person Approach to Testing

Just because you are facing a major exam in your engineering class (or math or science or English class) doesn’t mean everything else in your life comes to a stop. Perhaps that’s somewhat annoying, but that’s reality. Allergies still flare up, children still need to eat, and you still need to sleep. You must see your academic life as one segment of who you are—it’s an important segment, but just one aspect of who you are as a whole person. Neela tries to turn off everything else when she has exams coming up in her nursing program, which is pretty often. She ignores her health, puts off her family, tries to reschedule competing work tasks, and focuses all her energy on the pending exam. On the surface, that sounds like a reasonable approach, but if she becomes really sick by ignoring a minor head cold, or if she misses an important school deadline for one of her children, Neela risks making matters worse by attempting to compartmentalize so strictly. Taking care of her own health by eating and sleeping properly; asking for help in other aspects of her busy life, such as attending to the needs of her children; and seeing the big picture of how it all fits together would be a better approach. Pretending otherwise may work sporadically, but it is not sustainable for the long run.

A whole person approach to testing takes a lot of organization, scheduling, and attention to detail, but the life-long benefits make the effort worthwhile.

Establishing Realistic Expectations for Test Situations

Would you expect to make a perfect pastry if you’ve never learned how to bake? Or paint a masterpiece if you’ve never tried to work with paints and brushes? Probably not. But often we expect ourselves to perform at much higher levels of achievement than that for which we’ve actually prepared. If you become very upset and stressed if you make any score lower than the highest, you probably need to reevaluate your own expectations for test situations. Striving to always do your best is an admirable goal. Realistically knowing that your current best may not achieve the highest academic ratings can help you plot your progress.

Realistic continuous improvement is a better plan, because people who repeatedly attempt challenges for which they have not adequately prepared and understandably fail (or at least do not achieve the desired highest ranking) often start moving toward the goal in frustration. They simply quit. This doesn’t mean you settle for mediocre grades or refrain from your challenges. It means you become increasingly aware of yourself and your current state and potential future. Know yourself, know your strengths and weaknesses, and be honest with yourself about your expectations.

Understanding Accommodations and Responsibilities

As with so many parts of life, some people take exams in stride and do just fine. Others may need more time or change of location or format to succeed in test-taking situations. With adequate notice, most faculty will provide students with reasonable accommodations to assist students in succeeding in test situations. If you feel that you would benefit from receiving these sorts of accommodations, first speak with your instructor. You may also need to talk to a student services advisor for specific requirements for accommodations at your institution.

If you need accommodations, you are responsible for understanding what your specific needs are and communicating your needs with your instructors. Before exams in class, you may be allowed to have someone else take notes for you, receive your books in audio form, engage an interpreter, or have adaptive devices in the classroom to help you participate. Testing accommodations may allow for additional time on the test, the use of a scribe to record exam answers, the use of a computer instead of handwriting answers, as well as other means to make the test situation successful. Talk to your instructors if you have questions about testing accommodations.

Prioritizing Time Surrounding Test Situations

Keep in mind that you don’t have any more or less time than anyone else, so you can’t make time for an activity. You can only use the time everyone gets wisely and realistically. Exams in college classes are important, but they are not the only significant events you have in your classes. In fact, everything leading up to the exam, the exam itself, and the post-exam activities are all one large continuum. Think of the exam as an event with multiple phases, more like a long-distance run instead of a 50-yard dash. Step back and look at the big picture of this timeline. Draw it out on paper. What needs to happen between now and the exam so you feel comfortable, confident, and ready?

If your instructor conducts some sort of pre-exam summary or prep session, make sure to attend. These can be invaluable. If this instructor does not provide that sort of formal exam prep, create your own with a group of classmates or on your own. Consider everything you know about the exam, from written instructions to notes you took in class, including any experiential notes you may have from previous exams, such as the possibility of bonus points for answering an extra question that requires some time management on your part.

Get Connected

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Test Day

Once you get to the exam session, try your best to focus on nothing but the exam. This can be very difficult with all the distractions in our lives. But if you have done all the groundwork to attend the classes, completed the assignments, and scheduled your exam prep time, you are ready to focus intently for the comparatively short time most exams last.

Arriving to class:

Don’t let yourself be sidetracked right at the end. Beyond the preparation we’ve discussed, give yourself some more advantages on the actual test day:

• Get to the testing location a few minutes early so you can settle into your place and take a few relaxing breaths.
• Don’t let other classmates interrupt your calmness at this point.
• Just get to your designated place, take out whatever supplies and materials you are allowed to have, and calm your mind.

Taking the test:

Once the instructor begins the test:

• Listen carefully for any last-minute oral directions that may have changed some detail on the exam, such as the timing or the content of the questions.
• As soon as you receive the exam sheet or packet, make a quick scan over the entire test.
• Don’t spend a lot of time on this initial glance, but make sure you are familiar with the layout and what you need to do.
• Using this first review, decide how you will allocate your available time for each section.
• You can even jot down how many minutes you can allow for the different sections or questions.

Then for each section, if the exam is divided this way, be sure you read the section directions very carefully so you don’t miss an important detail. For example, instructors often offer options—so you may have four short-answer questions from which to choose, but you only need to answer two of them. If you had not read the directions for that section, you may have thought you needed to provide answers to all four prompts. Working on extra questions for which you likely will receive no credit would be a waste of your limited exam time. The extra time you spend at the beginning is like an investment in your overall results.

Answer every required question on the exam. Even if you don’t complete each one, you may receive some credit for partial answers. Whether or not you can receive partial credit would be an excellent question to ask before the exam during the preparation time. If you are taking an exam that contains multiple-choice questions, go through and answer the questions about which you are the most confident first.

Read the entire question carefully even if you think you know what the stem (the introduction of the choices) says, and read all the choices. Skip really difficult questions or ones where your brain goes blank. Then you can go back and concentrate on those skipped ones later after you have answered the majority of the questions confidently. Sometimes a later question will trigger an idea in your mind that will help you answer the skipped questions.

And, in a similar fashion to spending a few minutes right at the beginning of the test time to read the directions carefully and identify the test elements, allow yourself a few minutes at the end of the exam session to review your answers. Depending on what sort of exam it is, you can use this time to check your math computations, review an essay for grammatical and content errors, or answer the difficult multiple-choice questions you skipped earlier. Finally, make sure you have completed the entire test: check the backs of pages, and verify that you have a corresponding answer section for every question section on the exam. It can be easy to skip a section with the idea you will come back to it but then forget to return there, which can have a significant impact on your test results.

After the Test

As you leave the exam room, the last thing you may want to think about is that particular test. You probably have numerous other assignments, projects, and life obligations to attend to, especially if you pushed some of those off to study for this completed exam. Give yourself some space from this exam, but only for the duration of the time when your instructor is grading your exam. Once you have your results, study them—whether you did really well (Go, you!) or not as well as you had hoped (Keep your spirits up!). Both scenarios hold valuable information if you will use it.

Thandie had a habit of going all-out for exams before she took them, and she did pretty well usually, but once the instructor passed back the graded tests, she would look at the letter grade, glance half-heartedly at the instructor’s comments, and toss the exam away, ready to move on to the next chapter, section, or concept. A better plan would be to learn from her exam results and analyze both what she did well and where she struggled. After a particularly unimpressive exam outing in her statistics class, Thandie took her crumpled-up exam to the campus tutoring center, where the tutor reviewed the test with her section by section. Together they discovered that Thandie did particularly well on the computational sections, which she admitted were her favorites, and not well at all on the short-answer essay questions that she did not expect to find in a stats class, which in her experience had been more geared toward the mathematical side of solving statistical problems.

Going forward in this class, Thandie should practice writing out her explanations of how to compute the problems and talk to her instructor about ways to hone this skill. This tutoring session also proved to Thandie the benefit of holding on to important class papers—either electronically or in hard copy, depending on the class setup—for future reference. For some classes, you probably don’t need to keep every scrap of paper (or file) associated with your notes, exams, assignments, and projects, but for others, especially for those in your major, those early class materials may come in very handy in your more difficult later undergraduate courses or even in grad school when you need a quick refresher on the basic concepts.

Tips for Taking Tests

You’ve reviewed the material for a test and feel confident that you will do well. You have brought your test anxiety into control. What else can you do to ensure success on a test? Learn and apply these top ten test-taking strategies:

1. Learn as much as you can about the test. What has the instructor told you about the test? Will it be open book? What types of questions will be on it? Are there parts of the test that will be worth more points than others? Will it be cumulative or just cover the most recent material? Will you have choices about which questions to answer?
2. Try to foresee the questions likely to be on the test. What kinds of questions would you include if you were the instructor? Brainstorm possible questions with your study group. Look for possible questions in your notes. Review past quizzes and tests to see what kinds of questions the instructor likes to ask. Above all, take it seriously whenever your instructor warns, “This will be on the test.”
3. Don’t be tempted to stay up late cramming. Get some exercise and watch what you eat. Cramming is not a substitute for doing your assignments and studying consistently over time. It is far more important to get a good night’s sleep and face your test fresh and well rested. A good workout the day before an exam will help you be fresh and stay focused during the exam (provided you already like to work out; if not, find time to take a long walk). A healthy diet the night before and the day of the exam will give you energy and concentration to do well on the exam. Include “brain foods,” such as those rich in omega-3 oils, and avoid “heavy” foods that are rich in fat and sugar. (After the exam, you can celebrate with a cheeseburger, fries, and milkshake—but not before the exam!)
4. Get to the test site early. Take out all your allowable tools (pencils, pens, calculator, etc.). Turn off your cell phone (yes, all the way off, not on vibrate) as a way of disconnecting from your everyday world. Do some of the relaxation exercises described earlier for controlling test anxiety.
5. Create a test plan. Listen carefully to the directions given by the instructor. When you receive your test, scan the entire test first. Evaluate the importance of each section. Then create a time allocation plan. Decide how much time you should dedicate to each section. You don’t want to spend 80 percent of your time on a question worth 10 percent of the grade.
6. Write it down. Take a couple minutes to write down key facts, dates, principles, statistics, and formulas on a piece of scratch paper or in the margin of the exam paper. Do this while you are still fresh and aren’t yet feeling time pressure (when it will be harder to remember them). Then you can refer to these notes as you take the exam.
7. Read the directions carefully. Then reread them. Do you understand what is expected of you? If not, ask the instructor to be sure you are clear. Too many students lose points simply by not following directions completely!
8. Do the easy questions first. By getting the easy questions out of the way, you’ll feel more confident about the test and have more time to think about the tougher questions. Start with the objective sections of the exam first (multiple choice, true or false, and matching columns). As you answer these questions, keep an eye out for facts or concepts you may want to use later in an essay question.
9. Keep an eye on the time. Keep as close to your plan as possible. If you see that you are running out of time, don’t panic. Move to those questions you think you can still answer accurately within the remaining time.
10. Check your work. This doesn’t mean going through all your calculations again. Start by ensuring that you have complete answers according to the directions. Then look for other common mistakes, such as a misplaced decimal point, dropped words (especially those that can modify the answer, like “not”), and any incomplete or incomprehensible phrases.

Strategies for Math and Science Exams

Math tests require some special strategies because they are often problem based rather than question based.

Do the following before the test:

• Attend all classes and complete all assignments. Pay special attention to working on all assigned problems. After reviewing problems in class, take careful notes about what you did incorrectly. Repeat the problem and do a similar one as soon as possible. It is important that the last solution to a problem in your mind is a correct solution.
• Think about how each problem solution might be applied in a real-world situation. This helps make even the most complex solutions relevant and easier to learn.
• In your study group, take turns presenting solutions to problems and observing and correcting everyone’s work.
• If you are having difficulty with a concept, get help right away. Remember that math especially builds new material on previous material, so if you are having trouble with a concept now, you are likely to have trouble going forward. Make an appointment with your instructor, your teaching assistant, or a skilled classmate. Check with your college’s academic support office to see about a tutor. Don’t be shy about asking for a tutor—tutoring is not just for students needing remedial help; many successful students seek them out, too.

Do the following during the test:

• Review the entire test before you start and work the problems you feel most confident with first.
• Approach each problem following three distinct steps:
  1. Read the problem through twice: the first time to get the full concept of the question, and the second time to draw out pertinent information. After you read through the problem the first time, ask yourself, “What is this problem about?” and “What is the answer likely to look like?” The second time through, consider these questions: “What facts do I have available?” “What do I know?” “What measurable units must the answer be in?” Think about the operations and formulas you will need to use. Try to estimate a ballpark answer.
  2. Compute your answer. First, eliminate as many unknowns as possible. You may need to use a separate formula for each unknown. Use algebraic formulas as far as you can before plugging in actual numbers; that will make it easier to cancel and combine factors. Remember that you may need two or more tries before you come up with the answer.
  3. Check your work. Start by comparing your actual answer to the estimate you made when you first read the problem. Does your final answer sound likely? Check your arithmetic by opposite operations: use multiplication to check division and addition to check subtraction, and so on.

You should consider using these three steps whenever you are working with any math problems, not just when you get problems on tests.

Science tests also are often problem based, but they also generally use the scientific method. This is why science tests may require some specific strategies.

• Before the test, review your lab notes as well as your class notes and assignments. Many exam questions build upon lab experience, so pay close attention to your notes, assignments, and labs. Practice describing the experimental process.
• Read the question carefully. What does the instructor expect you to do? Prove a hypothesis? Describe an experiment? Summarize research? Underline the words that state the objective of the question.
• Look carefully at all the diagrams given with the question. What do they illustrate? Why are they included with the question? Are there elements on the diagram you are expected to label?
• Many science questions are based on the scientific method and experimental model. When you read the test question, identify the hypothesis the problem is proposing; be prepared to describe an experimental structure to prove a hypothesis. When you check your work, make sure the hypothesis, experimental steps, and a summary of results (or expected results) are clear. Some of these elements may be part of the question, while others you may need to provide in your answer.

Significant differences in Nursing Exams

Nursing school exams differ significantly from exams in regular science classes in several key ways, reflecting the unique demands and responsibilities of nursing as a profession. The following is a list describing some of the challenges in Nursing exams.

• Application of Knowledge: Nursing exams typically focus heavily on applying theoretical knowledge to real-world patient care scenarios. Unlike traditional science exams that often test factual recall and theoretical understanding, nursing exams require students to demonstrate how they would assess, diagnose, and intervene in various clinical situations. This application-based approach ensures that nurses are prepared to make critical decisions in dynamic healthcare settings.
• Critical Thinking and Clinical Reasoning: Nursing exams emphasize critical thinking and clinical reasoning skills. Students are frequently asked to prioritize nursing interventions based on patient needs, evaluate the effectiveness of interventions, and anticipate potential complications. This reflects the importance of quick, informed decision-making in nursing practice, where outcomes can be influenced by timely interventions and assessments.
• Focus on Patient-Centered Care: Nursing exams are designed to assess a student's ability to provide holistic, patient-centered care. Questions often revolve around understanding the patient's perspective, incorporating cultural considerations into care plans, and respecting patient preferences. This contrasts with traditional science exams that may focus more narrowly on theoretical concepts and principles.
• Integration of Multiple Disciplines: Nursing exams often integrate knowledge from various disciplines, including anatomy, physiology, pharmacology, psychology, and sociology. Nurses must understand how these disciplines intersect to provide comprehensive care to patients. Exams may therefore include questions that require students to draw connections between different areas of knowledge and apply them in a clinical context.
• Emphasis on Communication and Collaboration: Nursing exams frequently assess a student's ability to communicate effectively with patients, families, and healthcare team members. This includes skills such as therapeutic communication, patient education, and collaboration with interdisciplinary team members. These competencies are crucial for ensuring coordinated and patient-centered care, reflecting the collaborative nature of healthcare delivery.
• Practical Skills and Assessments: In addition to written exams, nursing education often includes practical skills assessments, such as clinical simulations and objective structured clinical examinations (OSCEs). These assessments allow students to demonstrate their proficiency in performing nursing procedures, conducting assessments, and responding to clinical emergencies. Practical skills assessments ensure that students are competent in hands-on aspects of nursing practice, complementing theoretical knowledge tested in written exams.

Overall, nursing school exams are tailored to prepare students for the complex and multifaceted role of a nurse. They go beyond testing theoretical knowledge to assess critical thinking, clinical judgment, communication skills, and the ability to provide compassionate, evidence-based care to patients. This unique approach ensures that nursing graduates are well-equipped to meet the challenges and responsibilities of modern healthcare practice.

Key Takeaways

• There is no such thing as an unimportant quiz.
• In addition to studying, prepare for exams and quizzes by getting plenty of rest, eating well, and getting some exercise the day before the exam.
• Cramming is seldom a good strategy.
• Before the exam, learn as much as you can about the kinds of questions your instructor will be asking and the specific material that will be covered.
• The first step to successful completion of any exam is to browse the entire exam and develop a plan (including a “time budget”) for completing the exam.
• Read questions carefully. Underline keywords in questions, particularly in essay questions and science questions.
• Unless points are deducted for a wrong answer, it pays to take educated guesses.

The following is adapted from Leslie Jennings, RN

Learning Objectives

At the end of this section, the learner will:

• Review test-taking strategies for before, during, and after an exam.
• Identify strategies specific to different types of test items.
• Apply test-taking tips and strategies to a scenario.

Test Taking Strategies

Approaching a test in a careful and methodical way can help ensure the best results. You can best utilize your exam time by taking the time to survey the exam directions and point values and planning how to approach sections of the test. Strategy is particularly important for tests with mixed types of questions (i.e., multiple choice and essay) or tests with multiple essay questions. For example, if you were to spend too much time on the multiple choice questions and not allocate enough time to complete an essay question, you may have answered the majority of the total number of questions but still do poorly on the exam if the essay question was worth a larger portion of the exam’s total points. Plan your time carefully and manage your stress.

NOTES FOR NURSING SUCCESS: The NCLEX is a computer adaptive test that does not allow backtracking and is timed. See the bonus chapter for more information!

Additionally, a lot of students are unaware of the many strategies available to help with the test-taking experience before, during, and after.

Effective Techniques for Test Preparation and Taking

Before the Test:

• Go to all of your classes and take lecture notes and read all of your assigned reading.
• Develop a study plan and schedule the time to review for an exam over several days.
• Schedule study sessions with classmates in advance of the night before the exam.
• If you know how many questions, what the format is, and/or how much time you will have, you can start to mentally prepare for the exam much more so than if you are coming in with no information. There are two more important aspects that you may or may not know: a) what will be covered or asked on the exam; b) how the exam will be scored.
• Be sure you have materials you need for the exam ready at least the night before the exam, such as multiple writing utensils, scantrons, blue books, notebook paper, etc.
• Get a good night’s rest the night before the exam.
• To ensure that you are on time to your exam, set two alarm clocks or arrange to have a friend call you to make sure you are awake.
• Eat a good breakfast and avoid caffeine prior to the exam.
• Prioritize self-care and test-anxiety strategies reviewed in previous chapters.

During the Test:

• Take a moment to take some deep cleansing breaths (or any other quick relaxation techniques) if you feel stressed by a question or the exam as a whole.
• Keep your eye on the clock. Sit where you are most comfortable and have less distractions.
• Wear earplugs, if noise distracts you. If permitted, get up and stretch (or stretch in your chair) from time to time to relieve tension and assist the blood to the brain!
• Always read the directions first. Mark your exam with the necessary identification. Read them thoroughly. Scan the exam for question types, point values, etc.
• Develop a plan for how you will use your time to complete all questions on the exam.
• Read each item carefully and fully before marking an answer. You might find clues to the answer and will be less likely to make a preventable mistake.
• Skip difficult questions and come back to them if you are pressed for time. Caution: if using a scantron to record answers be very careful that you do not incorrectly record your answers on the wrong line and get off track.
• If time is available at the end of the exam, review questions you marked as “difficult” in order to check for errors. Try not to leave any answers blank. You might be awarded partial credit or even make a correct guess.
• If you have an essay question to write, take the time to briefly outline an answer to ensure that you are answering all aspects of the question and that you provide a well-organized answer for your faculty member to read.

After the Test:

• Conduct an error analysis for items missed on the test. Look up the correct answers. Determine the nature of the errors you made.
• Talk with your professor about items you missed on the exam. Discuss adjustments in your test preparation methods if necessary. This is especially useful for quizzes that contain information that may be incorporated into more inclusive exams such as mid-terms and finals.
• Analyze the test questions to see if patterns arise, such as, “Were most of the questions from the lecture, the book, or both?” “What types of questions were asked?” “What levels of thinking were being tested based on Bloom’s Taxonomy?” etc.
• Review the methods that you used to study for the exam and determine what adjustments you need to make in preparing for the next exam.
• Determine your overall grade in the course based on the new information that this grade has provided you. Talk with your professor and academic advisor if you have concerns about your overall grade.
• If allowed, archive your exam for future reference. Students should review the answers that were correct because they may see those questions on future exams and it is important to reinforce learning . Students should also review the answers that were incorrect in order to learn what the correct answer was and why.