Essay and Objective Examinations
The examinations given in most schools divide themselves rbughly ihto two main classes, the essay and the objective. Although there are exceptions, these types are likely to have different purposes. You should therefore prepare ror them and take them differently.
Essay examinations emphasize the ability to understand, organize, and recall information. The student has latitude in which to discuss and qualify his answers. Essay questions let the student show the depth and breadth of his knowledge. And they also demonstrate his ability to set down his thoughts in good English and to communicate his ideas to others. Keep these points in mind as you prepare for and take an essay examination. When you begin the examination, don't just start writing on the assumption that if you write enough the teacher can find the correct point somewhere in the hodgepodge. Take time to organize your thinking before you begin to write. Remember that the teacher will think better of a paper if the information in it is well organized and to. the point, rather than full of rambling and irrelevant discussion. Survey the examination as a whole before you write, and estimate the amount of time you will spend on each question. Try to leave time at the end for rereading your answers so that you can correct mistakes or add missing points.
Remember that most teachers generally think of grading papers as a chore. You can help "sell" your answers through good organization. Also keep in mind that your paper is compared with all the others in the class. 'Examinations are competitive. It is fair to say that they are graded fairly, although suJjjectively. You should outline answers, indent, and number points.
Objective examinations are usuallv recognition tests. The right answcr is before you, as well as wrong answers. Your task is to pick cut the right answer wrien you see it. Be on guard against careless reading uf obiective test items. All the answers usually have some degree of plausibility; otherwise they would serve no useful purpose as a testing device. Sometimes the correct answer may hang on such statements as "never" or "always" or "rarely," and you may miss the point if you do not read the questions carefully.
In objective-type examinations it is well to skip items temporari· ly on which the answer is uncertain, rather than to puzzle about tbem lcr an undue amount of time which might otherwise be sp:.mt on easier iwms. When you are finished with the easier items, go back to the harder ones. In objective examinations one questioil usually "ounts as much as another, so do not concentrate too much on difficult questions. Doing this will cause you to run out of time or make you rush through the remaini 19 items and make needless mistakes. There is another goorl reason for perusing an objective examination and answering first those Cjnestions that you. are sure ahnut: To start with responses that you feel sure are right gives you confldence, facilitates your thinking, and helps you in seeing the relationship to other questions.
When your examination has been graded and returned, use the evaluation \wisely for the future. Don't be content with a "Well, that's that" attitude. Learn from the results of the exaplaination. Where shodd you have placed more emphasis in your study? Was your organization good? Dc you have the proper technical vocabulary? What were the errors? Carefully work out the answers to these questions and profit from them in preparation for the next examination.
