Faculty of translation theory and practice department of translation theory and practice

Listing Stage

Your purpose in this stage of test preparation is to select and plan study strategies that will be most effective in acquiring and maintaining the necessary information and understanding needed for the test.

First, you will need to list recitation strategies, such as concept cards, practicing questions and answers generated in Cornell notes or outlining answers to essay questions. In addition, you should define why the selected strategy will be the most appropriate and effective for this particular test.

You should realize and remember that the same study strategies do not work with the same amount of effectiveness for different types of tests or for tests of different content materials.
Secondly, you need to complete a plan of study. This plan will very specifically outline what study activity you will act on, when and where you will study, how long you will study, and why you will engage in this outlined study activity.
There is also a need to keep track of whether the outlined study activity was completed as defined, but this can only be completed as the plan is put into motion.

The following can be utilized to outline a plan of study:
When preparing the plan, the following questions should be considered:
1. Is the study time distributed over several days?
2. Have you allotted at least two blocks of time to test yourself over the key concepts? Or for a friend to test you?
3. Are specifically stated goals for learning identified in the "why" column of the study plan?
4. Has enough time been allowed to complete each task?
5. How much total time has been scheduled for test preparation in the study plan?
6. How does the total scheduled study time compare to what was identified in the pre-planning stage?
7. Will the goals identified in the pre-planning stage be accomplished with this plan?

Activating Stage

Your purpose in this stage is to activate the plan developed in the Listing stage and to monitor your level of completion of activities, as well as effectiveness of identified study activities.
The following questions should be addressed at least three times during the duration of the operation of the plan:
1. Is the plan being followed?
2. If not, why? What is interfering? What are other obligations that had not been previously accounted for?
3. How can the plan be modified without sacrificing the grade goal identified in the pre-planning stage?
4. Are concepts being remembered and understood? Are the study activities selected in the listing stage working?
5. If not, why? Should another study activity be selected? If so, which one? Or should study time distribution be changed? Or should more self-testing blocks be built into the study plan?