The Importance Of Exam Technique

I have taught Biology for many years and this is a phrase I hear all the time. Students who have worked hard are bewildered and frustrated - why do I still keep getting D's and E's when I've revised really hard and know everything? Why do I always seem to write the wrong answer? Why do I keep getting B's however hard I try? I need A's for medical school - help! Gaining top grades in Biology is a complex process, but over the years I have come to realise that success depends on six key factors, all of which must be in place to get that all important A or A*: 1. Keeping calm in the exam and finishing the paper. 2. A full understanding of the work. This something you have to work hard at throughout the course: without understanding the basic concepts, top grades are unlikely. 3. A detailed memory of all the work. Developing this is generally termed 'revision skills`. 4. The ability to work out what question is asking. This means identifying the command words in a question and knowing what they mean. 5. The ability to write a coherent answer. Good sentence construction and clear use of language are important, as is the ability to select and use appropriate data given in the question. 6. The use of subject-specific terminology accurately all the time

The latter three skills represent what is generally termed 'exam technique'. In my experience, lack of skills in this area (even if understanding and memory are excellent) leads to the frustrated comments such as those in the first paragraph. As an examiner for both AS and A2 Biology, I see the effects of poor exam technique every year. The same mistakes and omissions are made over and over again, costing vital marks and dashing hopes of entry to top universities and courses. The sad thing is, as an experienced teacher, I just know that the candidate understands the work and knows the facts but is simply not able to get their knowledge down accurately on paper so I cannot give any marks. Even more upsetting (yes, examiners are human!) is to see candidates write brilliant prose, demonstrating impeccable learning and knowledge, only for it to not answer the question which was actually asked. In those situations, I have no option but to give zero marks and move on.

Common exam technique errors 1. Confusion over the words 'describe' and 'explain' This is one of the most common exam technique errors. Problems include: . Describing something inaccurately or with insufficient detail; . Omitting units from quantitative descri ptions; . Explaining something instead of describing it; . Describing something instead of explaining it; . Explanations which are too short and lack detail;

2. Failure to use comparative terminology. Biological systems are complex and adapt to changes. Understanding that these changes must be described using comparative terms such as faster, slower, more, less, fewer, taller, greater, shorter, brighter, etc is key to writing good answers. A statement such as "the atrioventricular valve opens because pressure in the atrium is high" will not gain credit. The use of a comparative term is crucial: "the atrioventricular valve opens because pressure in the atrium is higher than pressure in the ventricle".

3. Confusion over 'structure', 'properties' and 'function'. Biological structures are exquisitely adapted to carry out their functions. Their structure determines their properties, which in turn allows them to function efficiently. Though closely linked, these three terms have distinct meanings and cannot be used interchangeably. When asked a question such as "Describe the structure of a collagen molecule", candidates will often state that collagen is "insoluble, tough and gives strength to artery walls". This will not gain credit as it is stating properties and function rather than structure.

4. The use of vague and imprecise terminology. Science is full of specialist and technical language which many students find difficult to master. Together with the fear of plagiarism, and the instruction to "put ideas into your own words", it is little wonder that students write imprecise and vague answers. There are many examples of this, but perhaps the use of the word 'amount' is the most common. When asked to state factors which must be kept constant in an investigation, candidates will often write statements such as "the amount of sodium chloride solution". In Chemistry or Biology this is meaningless - they should be using the terms 'concentration' or 'volume'. Other specialist terms to use instead of 'amount' could be 'mass' or 'number'.

Helping students develop good exam technique should be an integral part of teaching, it is just as important as imparting factual knowledge and helping students develop understanding. Sadly, many young teachers do not realise this, and concentrate on factual teaching. For students, developing good exam technique requires practice and dedication. It involves reading widely round the subject, not just cramming from one revision guide. Most schools and colleges subscribe to magazines like Biological Sciences Review, Chemistry Review, New Scientist and Nature. They contain excellent examples of precise and accurate scientific writing. Studying mark schemes is essential, paying particular attention to the marking points which were not awarded and working out why not. Did you describe instead of explain? Did you use the word 'amount' instead of 'volume'? Did you fail to use an essential specialist term such as 'active site'? Most of all, be aware that learning the work and having a photographic memory is only part of exam success. You also need to actively learn how to interpret questions and write concise and accurate answers.

The good news is that exam technique is actually not that difficult to master, in fact some of the most common errors (like omitting units) are really simple to put right. In my experience, just a few intensive sessions of working on these skills can turn a C grade student into an A grade one.