How Can I Study So Hard and Still do bad on Tests
In sum, the reasons for failure or poor grades can often be traced to the absence or If you haven't been studying regularly, then there is still hope. .. and relationships to be successful with multiple choice tests, and you need to be able to. You studied hard, knew the material but you still failed the test. “I Know The Material, But I Still Failed The Test!”. Here are the 9 most common reasons students get bad grades, despite studying (plus tips to help). The relationship between academic and behavior problems is a long recognized (), studying academic achievement of students with and other internalizing behaviors to be associated with increased school failure. . achievement tests were included because they still contribute to the estimation.
Whether you are the parent of a child that is struggling in school or are a college, graduate school or professional school student, if you have ADHD, you may have difficulty in fully demonstrating your mastery of a subject when taking a test. There can be many reasons why a student may be a poor test taker. Test anxiety — Test taking is an anxiety-producing circumstance for many students.
It can be difficult for most of us to subject ourselves to being assessed or graded on any area of ability or learning. And the higher the stakes, the higher the anxiety. Those with ADHD, however, have a second layer of anxiety to deal with; most come into an exam knowing that their brains have been unreliable partners in the past.
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Most have experienced the panic of a blank page which produces extra panic for those with ADHD have difficulty organizing their thoughts into a coherent, linear argument. For those with ADHD, good preparation for an exam is not insurance that they will do well on the exam.
They will do well only if their good preparation is combined with a convergence of factors that lead their brain to function optimally during the strictly defined start and stop times of the exam.
Bright individuals with ADHD have certain cognitive styles that may make test-taking difficult. Difficulty with organization of thoughts — essay questions, in particular, require us to not only recall information, but to organize that information into a coherent, logical response to the question being asked.
Poor time awareness — good test taking requires good time awareness throughout the test. Without consistent time awareness, a student can easily fail to allocate time appropriately in order to have the best chance to answer all questions. Tendency to make careless errors — those with ADHD are much more prone to make an accidental mistake — careless errors can include accidentally checking the wrong box or skipping a line on the answer sheet making all subsequent answers incorrect.
Creative divergent thinking patterns can lead to reasons by several choices could possibly be correct. Working memory challenges impacting the reading of passages of text in an exam — that can make it difficult to recall information contained in complex, densely factual text well enough to answer questions on the text; such working memory problems require the student to read and re-read information, slowing down the test-taking process. Long-term memory difficulties that lead to difficulty memorizing and retaining large banks of factual information — Many students with ADHD report that they are able to do well on quizzes and tests that cover a limited amount of material, but find that when several sections of material must be retained and retrieved for a final exam that their memory capacity is exceeded.
Indeed, as a university student, it is probable that you need to constantly develop these skills. Reading is integral to your studies.
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Reading scientific texts is very different from leisure time reading. Scientific books and articles are written in a professional language specific to the field, and it is therefore important that you become well versed in the terminology and jargon of your field of study. This will allow you to thoroughly understand what is discussed. Even though field specific terminology may at first seem difficult, it is absolutely necessary that you make the effort.
It is true that field specific jargon is often difficult to understand. Consult your teachers and seek answers from other sources! If it feels difficult to start a thick book on the first page, why not start elsewhere, for example the last chapter?
You can even try moving from the end to the beginning if this feels like a good strategy. The following five-step technique is useful for reading both books and articles. Try it and feel the difference! While doing this, think about: A lot, some, not at all? Check the requirements in the course description and think about your own needs. Look for information that is relevant to your objectives. At the same time, take notes, e. Jot down important facts and headings.
Once you have a good general understanding of the text, it is most likely that what was at first unclear is no longer so. It is possible that your chosen key words will change quite a bit because you have a much greater understanding of the text with each new reading. Consider whether the information is relevant to your own needs, or with regard to the book's main lines of thought.
Consult a dictionary, the net, reference literature, or even the teacher or other students. Try also the phone. Discussing the matter for a few minutes might help you get ahead. If things still seem unclear, continue reading and taking notes, and make a note that the passage is still unclear.
Review the key words e. If you are not successful, pick up the book and go through the relevant material one more time. Also seek new key words and deepen your grasp of existing ones by means of images, arrows, symbols or numbers.
In general, the more images you have, the better you will remember. Ringom Writing Writing and written assignments are a part of just about any course. Before you start to write, you will most likely have to read a lot in order to gain a general understanding of your topic. The process involves a lot of discussion with the text and in this way engages your reflective faculty.
Information search, processing and analysis always take place before the completion of written assignments. This is done either individually or in groups. Writing during your studies has at least two objectives. On the one hand, it is used to assess your learning and, indeed, you are expected to be able to complete various kinds of written assignments with success.
On the other hand, writing is a way of learning. Writing allows you to gain deeper and more exact knowledge of a topic than that provided by reading and listening alone. Indeed, writing might very well be the most challenging and demanding aspect of your studies. Think about your headline from different points of view and jot down notes on possible themes and associations raised by the topic.
During this process, you will start to have a feeling for the scope of the text. Search for information from the net and the library, for example by following the trail of key terms. Take note of interesting ways to approach the topic. You can, for example, make arguments for or against, or raise questions. The aim is to make a list of as many ideas as possible.
This stage helps you to get over the problem of not being able to produce any text no matter how hard you try. The aim is to come up with a tentative structure for your text, and also to discard ideas that are not relevant. Use complete sentences and liven up your text with examples.
A good practice is to raise questions and illuminate upon the topic from different perspectives. The benefits of good preparation will become apparent at this stage at the latest. Remember that if you try to collect information and think about the style and content at the same time, it is very probable that you will not succeed with either the style or the content. It will be difficult to get a proper flow, with the text proceeding smoothly from start to finish.
You can also ask a fellow student or someone at your workplace to read and comment on your text while it is still in progress. Early feedback will improve the end result considerably!
It is also good to set the text aside for a couple of days in order to get a fresh perspective on it. Reserve also time for editing on the basis of comments given. Does the text have a nice flow and does it make sense? Is the paragraph division sensible?
Are the headings in line with the content? Read your text aloud. If this seems difficult, e. Taking notes As a general rule, it is good to take notes both in class and at home while reading. Note taking clarifies your thoughts and encourages deeper thinking about the topic.
You can also review your notes at a later date. Research shows that the most successful students have a command of several note taking techniques and can switch between them depending on the situation. We strongly recommend that you develop your note taking skills throughout your studies: Vakkuri ; Lindberg Mind maps are definitely worth the effort.
They allow you to organise information on different levels and add new information when required, e. Mind maps offer a very good way to build associations, e. Try also the following: Exchange notes in pairs or small groups. Then discuss what each person has written and how. Going through the notes of others will provide you with many tips on how to improve upon your skills with regard to both content and technique.
This also offers the opportunity to review matters that remain unclear. It may very well be that you are not the only one who does not fully understand. It is then easier to ask the teacher during the next class, as you don't have to worry about asking "stupid questions". But please keep in mind that there is no such thing as a stupid question, only different ways of reacting to what is asked. It is also good practice to use your notes to try to explain what was covered during class to another person.
Writing at Haaga-Helia In companies, things are generally written down on company-specific forms, either on paper or electronic. Neither has to spend time thinking about what should be the proper format; both can focus on the content. The content, however, will vary depending on who you write for and what you aim to accomplish.
During your studies, you will be required to write many different kinds of texts, e. All these texts are to follow the given Haaga-Helia format. If you learn and follow the guidelines given from the start of your studies onwards, there will be no need to backtrack before every assignment to try to figure out what the text should look like.
Remember also that you must include your student number in all assignments that are to be graded. All reports, seminar papers, instruction manuals, software documentation as well as other assignments are to be written in standard English using the terminology of the field in question.
The format is to be either standard or follow the instructions given. Written assignments must always indicate sources used, and a bibliography must always be included. It is important that you learn to adhere to the guidelines already at the start of your studies.
Then, once you start working on your thesis, following the right practices should no longer be an issue. The essay can be subjective, in which case the writer expresses his or her own thoughts on the topic: If the writer chooses an investigative approach, the essay will be akin to a scientific article.
Such an essay clearly expresses the underlying idea, and also includes detailed reference to sources. Exam answers are often in essay format. In such cases, you are expected to provide the relevant information and usually also your own thoughts on the matter. As implicit in the name, a memorandum is compiled to support your memory, for example after a meeting or brainstorming session.
If a meeting is involved, the memorandum should shortly list what was agreed, and who is responsible for what and when. You will need to compile memorandums if you are active in the student unions. You can organise your diary chronologically or by topic, for example. You can organise your portfolio by courses taken or by topic, for example. The summary can be based on an oral or written presentation, and itself can also be oral or written. You can present your own point of view in a summary.
If you do this, you must nevertheless indicate what your opinion is and what you have gathered from other sources. The abstract can be written either informatively or to raise the reader's interest in the text proper. Nevertheless, the abstract should give a good general picture of the content of the text. The abstract is placed in the beginning of your thesis and other larger reports. The report can also be a review written at regular intervals, for example a weekly report or monthly report.
In addition, the report can provide information on how to develop operations, be used as a basis for decision making, or, more generally, to provide information on a given topic. At Haaga-Helia, you are usually required to write a report whenever you participate in a project.
For more info on written reports, please check the guidelines Student's extranet. In your future job it is important that you can express yourself well, i. You will have the chance to orally present your written work many times during your studies, providing you with good practice on your presentation skills.
Oral presentations communicate information, experiences, opinions and thoughts — and are an integral part of your studies. When preparing for an oral presentation, it is good to think about: How much time has been reserved for the presentation?
What is the forum like? What do you want to say, i. What is the audience expecting; how will they benefit from your presentation? Think about a how you will raise interest b how you can communicate your message as understandably as possible and c how you will satisfy the audience's need for information.
Organise the contents a by choosing a fresh perspective b by limiting the scope of the presentation to what is most important and interesting c by building a logical flow to the presentation and d by providing a review of key points. Liven up your presentation with examples, comparisons and analogies.
Presentation skills are learned only with practice. Therefore make full use every opportunity to do so! Remember that most people are nervous when giving presentations even though they might not show this on the outside. Remember also to listen to the presentations of others with proper respect. If you find that giving oral presentations is especially hard for you, please discuss the matter with the academic advisor.
It functions like an overhead projector, except you don't have to write on transparencies, you can use normal paper.