Learning Resources Library

Test Strategies for Specific Question Types

You can gain even more confidence in your test-taking abilities by understanding the different kinds of questions an instructor may ask and apply the following proven strategies for answering them. Most instructors will likely use various conventional types of questions. Here are some tips for handling the most common types.

Multiple-Choice Questions

• Read the instructions carefully to determine if there may be more than one right answer.

• If there are multiple right answers, does the instructor expect you to choose just one, or do you need to mark all correct options?

• Read each question carefully and try to answer it in your head before reading the answer options.

• Then consider all the options.
• Eliminate first the options that are clearly incorrect.
• Compare the remaining answers with your own answer before choosing one and marking your paper.
• If you are stuck, treat the remaining answers as True/Fale statements. This often helps pick the correct answer.

• Look for clue words that hint that certain option answers might be correct or incorrect.

• Absolute words like “never,” “always,” “every,” or “none” are rarely found in a correct option.
• Less absolute words like “usually,” “often,” or “rarely” are regularly found in correct options.

• Be on the lookout for the word “not” in the stem phrase and in the answer choice options; it is an easy word to miss if you are reading too quickly, but it completely changes the meaning of the possible statements.
• Skip difficult questions.

• There are often clues in later questions. Or, you may recall information that you had forgotten.

• Go back and answer all the questions.

• Do not leave any questions blank, unless there is a penalty for wrong answers (this is often on standardized tests like the SAT and LSAT but rarely on college tests.)

True-or-False Questions

• Most of the tips for multiple-choice questions apply here as well.
• Be particularly aware of the words “never,” “always,” “every,” “none,” and “not” because they can determine the correct answer.
• Answer the questions that are obvious to you first. Then go back to statements that require more thought.
• If the question is stated in the positive, restate it to yourself in the negative by adding the word “not” or “never.” Does the new statement sound truer or more false?
• If you still are unsure whether a statement is true or false and must guess, choose “true” because most tests include more true statements than false (but don’t guess if a wrong answer penalizes you more than one left blank).

Matching Columns

• Start by looking at the two columns to be matched. Is there an equal number of items in both columns? If they are not equal, do you have to match some items in the shorter column to two or more items in the longer column, or can you leave some items unmatched? Read the directions to be sure.
• If one column has a series of single words to be matched to phrases in the other column, read all the phrases first, then all the single words before trying to make any matches. Now go back and read each phrase and find the word that best suits the phrase.
• If both columns have single words to be matched, look to cut down the number of potential matches by grouping them by parts of speech (nouns with nouns, verbs with verbs, etc.).
• As always, start by making the matches that are obvious to you, and then work on the ones that require more thought. Mark off all items you have already used so you can easily see which words or phrases still remain to be matched.

Short Answer Questions

• Short answer questions are designed for you to recall and provide some very specific information (unlike essay questions, which also ask you to apply critical thinking to that information). When you read the question, ask yourself what exactly the instructor wants to know. Keep your answers short and specific.

Essay Questions

• Essay questions are used by instructors to evaluate your thinking and reasoning applied to the material covered in a course. Good essay answers are based on your thoughts, supported by examples from classes and reading assignments.
• Careful planning is critical to answering essay questions effectively. Note how many essay questions you have to answer and how difficult each question seems. Then allocate your time accordingly.
• Read the question carefully and underline or circle key words.

• Watch for words that describe the instructor’s expectations for your response (see the table below.)
• Use other parts of the exam, like multiple choice, to help you recall vocabulary or specific information.

• If time allows, organize your thoughts by creating a quick outline for your essay. This helps ensure that you don’t leave out key points, and if you run out of time, it may pick up a few points for your grade.

• Jot down the specific information you might want to use, such as names, dates, and places.

• Introduce your essay answer, but get right to the point. Remember that the instructor will be grading dozens of papers and avoid “filler” text that does not add value to your answer.

• For example, rather than writing, “In our study of the Civil War, it is helpful to consider the many facets that lead to conflict, especially the economic factors that help explain this important turning point in our nation’s history,” write a more direct and concise statement like this: “Economic factors help explain the start of the Civil War.”

• Write neatly and watch your grammar and spelling.

• Allow time to proofread your essay. You want your instructor to want to read your essay, not dread it.
• Remember that grading essays is are largely subjective, and a favorable impression can lead to more favorable grading.

• Be sure to answer all parts of the question. Essay questions often have more than one part. Remember, too, that essay questions often have multiple acceptable answers.

Words to Watch for in Essay Questions

Word	What It Means	What the Instructor Is Looking For
Analyze	Break concept into key parts	Don’t just list the parts; show how they work together and illustrate any patterns.
Compare	Show similarities (and sometimes differences) between two or more concepts or ideas	Define the similarities and clearly describe how the items or ideas are similar. Do these similarities lead to similar results or effects? Note that this word is often combined with “contrast.” If so, make sure you do both.
Contrast	Show differences between two or more concepts or ideas	Define the differences and clearly describe how the items or ideas are different. How do these differences result in different outcomes? Note that this word is often combined with “compare.” If so, make sure you do both.
Critique	Judge and analyze	Explain what is wrong—and right—about a concept. Include your own judgments, supported by evidence and quotes from experts that support your point of view.
Define	Describe the meaning of a word, phrase, or concept	Define the concept or idea as your instructor did in class—but use your own words. If your definition differs from what the instructor presented, support your difference with evidence. Keep this essay short. Examples can help illustrate a definition, but remember that examples alone are not a definition.
Discuss	Explain or review	Define the key questions around the issue to be discussed and then answer them. Another approach is to define the pros and cons on the issue and compare and contrast them. In either case, explore all relevant data and information.
Explain	Clarify, give reasons for something	Clarity is key for these questions. Outline your thoughts carefully. Proofread, edit, proofread, and proofread again! Good explanations are often lost in too many words.
Illustrate	Offer examples	Use examples from class material or reading assignments. Compare and contrast them to other examples you might come up with from additional reading or real life.
Prove	Provide evidence and arguments that something is true	Instructors who include this prompt in an exam question have often proven the hypothesis or other concepts in their class lectures. Think about the kind of evidence the instructor used and apply similar types of processes and data.
Summarize	Give a brief, precise description of an idea or concept	Keep it short, but cover all key points. This is one essay prompt where examples should not be included unless the instructions specifically ask for them. (For example, “Summarize the steps of the learning cycle and give examples of the main strategies you should apply in each one.”)

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Authored by: Heather Syrett.  Provided by: Austin Community College.
License: CC Attribution 4.0 International