essay type of examination

Exam Questions: Types, Characteristics, and Suggestions

Examinations are a very common assessment and evaluation tool in universities and there are many types of examination questions. This tips sheet contains a brief description of seven types of examination questions, as well as tips for using each of them: 1) multiple choice, 2) true/false, 3) matching, 4) short answer, 5) essay, 6) oral, and 7) computational. Remember that some exams can be conducted effectively in a secure online environment in a proctored computer lab or assigned as paper based or online “take home” exams.

Multiple choice

Multiple choice questions are composed of one question (stem) with multiple possible answers (choices), including the correct answer and several incorrect answers (distractors). Typically, students select the correct answer by circling the associated number or letter, or filling in the associated circle on the machine-readable response sheet.

Example : Distractors are:

A) Elements of the exam layout that distract attention from the questions B) Incorrect but plausible choices used in multiple choice questions C) Unnecessary clauses included in the stem of multiple choice questions Answer: B

Students can generally respond to these type of questions quite quickly. As a result, they are often used to test student’s knowledge of a broad range of content. Creating these questions can be time consuming because it is often difficult to generate several plausible distractors. However, they can be marked very quickly.

Tips for writing good multiple choice items:

Suggestion : After each lecture during the term, jot down two or three multiple choice questions based on the material for that lecture. Regularly taking a few minutes to compose questions, while the material is fresh in your mind, will allow you to develop a question bank that you can use to construct tests and exams quickly and easily.

True/false questions are only composed of a statement. Students respond to the questions by indicating whether the statement is true or false. For example: True/false questions have only two possible answers (Answer: True).

Like multiple choice questions, true/false questions:

• Are most often used to assess familiarity with course content and to check for popular misconceptions
• Allow students to respond quickly so exams can use a large number of them to test knowledge of a broad range of content
• Are easy and quick to grade but time consuming to create

True/false questions provide students with a 50% chance of guessing the right answer. For this reason, multiple choice questions are often used instead of true/false questions.

Tips for writing good true/false items:

Suggestion : You can increase the usefulness of true/false questions by asking students to correct false statements.

Students respond to matching questions by pairing each of a set of stems (e.g., definitions) with one of the choices provided on the exam. These questions are often used to assess recognition and recall and so are most often used in courses where acquisition of detailed knowledge is an important goal. They are generally quick and easy to create and mark, but students require more time to respond to these questions than a similar number of multiple choice or true/false items.

Example: Match each question type with one attribute:

• Multiple Choice a) Only two possible answers
• True/False b) Equal number of stems and choices
• Matching c) Only one correct answer but at least three choices

Tips for writing good matching items:

Suggestion:  You can use some choices more than once in the same matching exercise. It reduces the effects of guessing.

Short answer

Short answer questions are typically composed of a brief prompt that demands a written answer that varies in length from one or two words to a few sentences. They are most often used to test basic knowledge of key facts and terms. An example this kind of short answer question follows:

“What do you call an exam format in which students must uniquely associate a set of prompts with a set of options?” Answer: Matching questions

Alternatively, this could be written as a fill-in-the-blank short answer question:

“An exam question in which students must uniquely associate prompts and options is called a ___________ question.” Answer: Matching.

Short answer questions can also be used to test higher thinking skills, including analysis or evaluation. For example:

“Will you include short answer questions on your next exam? Please justify your decision with two to three sentences explaining the factors that have influenced your decision.”

Short answer questions have many advantages. Many instructors report that they are relatively easy to construct and can be constructed faster than multiple choice questions. Unlike matching, true/false, and multiple choice questions, short answer questions make it difficult for students to guess the answer. Short answer questions provide students with more flexibility to explain their understanding and demonstrate creativity than they would have with multiple choice questions; this also means that scoring is relatively laborious and can be quite subjective. Short answer questions provide more structure than essay questions and thus are often easy and faster to mark and often test a broader range of the course content than full essay questions.

Tips for writing good short answer items:

Suggestion : When using short answer questions to test student knowledge of definitions consider having a mix of questions, some that supply the term and require the students to provide the definition, and other questions that supply the definition and require that students provide the term. The latter sort of questions can be structured as fill-in-the-blank questions. This mix of formats will better test student knowledge because it doesn’t rely solely on recognition or recall of the term.

Essay questions provide a complex prompt that requires written responses, which can vary in length from a couple of paragraphs to many pages. Like short answer questions, they provide students with an opportunity to explain their understanding and demonstrate creativity, but make it hard for students to arrive at an acceptable answer by bluffing. They can be constructed reasonably quickly and easily but marking these questions can be time-consuming and grader agreement can be difficult.

Essay questions differ from short answer questions in that the essay questions are less structured. This openness allows students to demonstrate that they can integrate the course material in creative ways. As a result, essays are a favoured approach to test higher levels of cognition including analysis, synthesis and evaluation. However, the requirement that the students provide most of the structure increases the amount of work required to respond effectively. Students often take longer to compose a five paragraph essay than they would take to compose five one paragraph answers to short answer questions. This increased workload limits the number of essay questions that can be posed on a single exam and thus can restrict the overall scope of an exam to a few topics or areas. To ensure that this doesn’t cause students to panic or blank out, consider giving the option of answering one of two or more questions.

Tips for writing good essay items:

Suggestions : Distribute possible essay questions before the exam and make your marking criteria slightly stricter. This gives all students an equal chance to prepare and should improve the quality of the answers – and the quality of learning – without making the exam any easier.

Oral examinations allow students to respond directly to the instructor’s questions and/or to present prepared statements. These exams are especially popular in language courses that demand ‘speaking’ but they can be used to assess understanding in almost any course by following the guidelines for the composition of short answer questions. Some of the principle advantages to oral exams are that they provide nearly immediate feedback and so allow the student to learn as they are tested. There are two main drawbacks to oral exams: the amount of time required and the problem of record-keeping. Oral exams typically take at least ten to fifteen minutes per student, even for a midterm exam. As a result, they are rarely used for large classes. Furthermore, unlike written exams, oral exams don’t automatically generate a written record. To ensure that students have access to written feedback, it is recommended that instructors take notes during oral exams using a rubric and/or checklist and provide a photocopy of the notes to the students.

In many departments, oral exams are rare. Students may have difficulty adapting to this new style of assessment. In this situation, consider making the oral exam optional. While it can take more time to prepare two tests, having both options allows students to choose the one which suits them and their learning style best.

Computational

Computational questions require that students perform calculations in order to solve for an answer. Computational questions can be used to assess student’s memory of solution techniques and their ability to apply those techniques to solve both questions they have attempted before and questions that stretch their abilities by requiring that they combine and use solution techniques in novel ways.

Effective computational questions should:

• Be solvable using knowledge of the key concepts and techniques from the course. Before the exam solve them yourself or get a teaching assistant to attempt the questions.
• Indicate the mark breakdown to reinforce the expectations developed in in-class examples for the amount of detail, etc. required for the solution.

To prepare students to do computational questions on exams, make sure to describe and model in class the correct format for the calculations and answer including:

• How students should report their assumptions and justify their choices
• The units and degree of precision expected in the answer

Suggestion : Have students divide their answer sheets into two columns: calculations in one, and a list of assumptions, description of process and justification of choices in the other. This ensures that the marker can distinguish between a simple mathematical mistake and a profound conceptual error and give feedback accordingly.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact.

• Cunningham, G.K. (1998). Assessment in the Classroom. Bristol, PA: Falmer Press.
• Ward, A.W., & Murray-Ward, M. (1999). Assessment in the Classroom. Belmont, CA: Wadsworth Publishing Co.

This Creative Commons license  lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format:  Exam questions: types, characteristics and suggestions . Centre for Teaching Excellence, University of Waterloo .

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Type Of Exam | The 5 Most Common Formats and Best Practices | 2024 Updates

Jane Ng • 22 April, 2024 • 5 min read

Exams come in all shapes and sizes, each " type of exam " designed to evaluate your knowledge, skills, and capabilities in a specific way. Taking different types of exams can be challenging, but don't worry! This blog post is your ultimate guide to understanding different types of exams. From multiple-choice tests to essay-based assessments, we'll delve into the characteristics of each exam type, offering you valuable tips on how to excel and achieve your desired results.

Table Of Contents 

#1 - multiple-choice exams, #2 - essay-based exams, #3 - oral examinations, #4 - open-book exams, #5 - take home exams, key takeaways.

Multiple-Choice Exam Definition - Type of exam

Multiple-choice exams are a popular method for assessing knowledge. They involve a question followed by options, where you select the correct answer. Usually, only one option is right, while others are designed to mislead. 

These exams assess your understanding and critical thinking across various subjects. Multiple-choice exams are often used in schools, colleges, and other educational settings.

Tips for Multiple-Choice Exams:

• Read the question carefully before looking at the options . This can help you identify the correct answer more effectively.
• Pay attention to keywords like "not," "except," or "always" as they can change the meaning of the question.
• Use the process of elimination . Cross out options that seem unlikely to be correct.
• If unsure, make an educated guess rather than leaving a question unanswered.
• Avoid reading too much into the question or options. Sometimes the correct answer is straightforward and doesn't require complex reasoning.

Essay-Based Exam Definition - Type of exam

Essay-based exams are assessments that require test-takers to compose written responses to questions or prompts. Unlike multiple-choice exams that have predefined answer choices, essay-based exams allow individuals to express their understanding, knowledge, and analytical skills.

The goal of an essay-based exam is not just to test your memory of facts, but also to evaluate your ability to articulate ideas, organize your thoughts, and communicate effectively through writing.

Tips for Essay-Based Exams:

• Plan your time wisely. Allocate a specific amount of time for each essay question, and stick to it.
• Start with a clear thesis statement that outlines your main argument . This helps guide your essay's structure.
• Support your points with relevant evidence and examples.
• Structure your essay with an introduction, body paragraphs, and a conclusion. 
• Proofread your essay before submitting it. Correct grammar and spelling errors to present your ideas.

Oral Examination Definition - Type of exam

Oral examinations are standard in various educational and professional contexts. They can take the form of individual interviews, presentations, or even defense of academic theses.  

In an oral exam, you interact directly with an examiner or a panel of examiners, answering questions, discussing topics, and demonstrating their understanding of the subject matter. These exams are often used to assess a person's knowledge, critical thinking, communication skills, and ability to articulate ideas verbally.

Tips for Oral Examinations

• Prepare thoroughly by reviewing the material and practicing your responses.
• Listen carefully to the examiner's questions. Ensure you understand what's being asked before you respond.
• Speak clearly and confidently. 
• Maintain eye contact with the examiner.
• It's okay to pause briefly. Take a moment to gather your thoughts before answering complex questions. 
• If you don't know the answer to a question, be honest. You can offer insights related to the topic or explain how you'd go about finding the answer.

Open-Book Exam Definition - Type of exam

Open-book exams are assessments where individuals are allowed to refer to their textbooks, notes, and other study materials while taking the test. 

Unlike traditional closed-book exams, where memorization is crucial, open-book exams focus on assessing your understanding of the subject matter, critical thinking, and problem-solving skills, rather than your ability to recall information from memory.

Tips for Open-Book Exams:

• Organize your study materials before the exam. Use sticky notes, tabs, or digital bookmarks to quickly locate information.
• Practice finding information within your resources. 
• Focus on understanding concepts rather than memorizing specific details. 
• Prioritize your time. Don't get caught up in one question; move on and return if necessary.
• Take advantage of the open-book format to provide detailed and well-reasoned answers. Incorporate references to back up your points.

Take Home Exams Definition - Type of exam

Take-home exams are assessments that are completed outside of a traditional classroom or testing environment. Unlike exams that are administered in a controlled setting, take-home exams allow students to work on the questions and tasks over an extended time, usually ranging from a few hours to several days. 

They provide you with an opportunity to demonstrate your ability to apply knowledge and skills to real-world situations, which is valuable in professional and academic contexts. 

Tips for Take-Home Exams:

• When referencing external sources, ensure proper citation in the required format (e.g., APA, MLA). Avoid plagiarism by giving credit where it's due.
• Break down the exam into smaller tasks and allocate time for each. Set a schedule to ensure you have enough time for research, analysis, writing, and revision.
• Create an outline or structure for your responses before you start writing. 

Ready to conquer your exams? Discover essential strategies for IELTS, SAT, and UPSC success in 2023! How To Prep For Exam !

As you embrace the diverse world of exams, remember that preparation is the key to success. Equip yourself with knowledge, strategies, and AhaSlides to excel in your academic endeavors. With interactive features , AhaSlides can enhance your learning experience, making studying and preparing for various types of exams more engaging and efficient. 

What are the 5 types of test? 

There are various types of tests, including multiple-choice, essay-based, oral, open-book, and take-home exams. Each type assesses different skills and knowledge.

What are the four types of test? 

The four primary types of tests are multiple-choice, essay-based, open-book, and oral exams. These formats evaluate comprehension, application, and communication skills.

What are the common types of tests?

Common types of tests include multiple-choice, essay-based, oral, open-book, true/false, matching, fill-in-the-blank, and short answer. 

Ref: University of South Australia

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Essay test: types, advantages and limitations | statistics.

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After reading this article you will learn about:- 1. Introduction to Essay Test 2. Types of Essay Test 3. Advantages 4. Limitations 5. Suggestions.

Introduction to Essay Test:

The essay tests are still commonly used tools of evaluation, despite the increasingly wider applicability of the short answer and objective type questions.

There are certain outcomes of learning (e.g., organising, summarising, integrating ideas and expressing in one’s own way) which cannot be satisfactorily measured through objective type tests. The importance of essay tests lies in the measurement of such instructional outcomes.

An essay test may give full freedom to the students to write any number of pages. The required response may vary in length. An essay type question requires the pupil to plan his own answer and to explain it in his own words. The pupil exercises considerable freedom to select, organise and present his ideas. Essay type tests provide a better indication of pupil’s real achievement in learning. The answers provide a clue to nature and quality of the pupil’s thought process.

That is, we can assess how the pupil presents his ideas (whether his manner of presentation is coherent, logical and systematic) and how he concludes. In other words, the answer of the pupil reveals the structure, dynamics and functioning of pupil’s mental life.

The essay questions are generally thought to be the traditional type of questions which demand lengthy answers. They are not amenable to objective scoring as they give scope for halo-effect, inter-examiner variability and intra-examiner variability in scoring.

Types of Essay Test:

There can be many types of essay tests:

Some of these are given below with examples from different subjects:

1. Selective Recall.

e.g. What was the religious policy of Akbar?

2. Evaluative Recall.

e.g. Why did the First War of Independence in 1857 fail?

3. Comparison of two things—on a single designated basis.

e.g. Compare the contributions made by Dalton and Bohr to Atomic theory.

4. Comparison of two things—in general.

e.g. Compare Early Vedic Age with the Later Vedic Age.

5. Decision—for or against.

e.g. Which type of examination do you think is more reliable? Oral or Written. Why?

6. Causes or effects.

e.g. Discuss the effects of environmental pollution on our lives.

7. Explanation of the use or exact meaning of some phrase in a passage or a sentence.

e.g., Joint Stock Company is an artificial person. Explain ‘artificial person’ bringing out the concepts of Joint Stock Company.

8. Summary of some unit of the text or of some article.

9. Analysis

e.g. What was the role played by Mahatma Gandhi in India’s freedom struggle?

10. Statement of relationship.

e.g. Why is knowledge of Botany helpful in studying agriculture?

11. Illustration or examples (your own) of principles in science, language, etc.

e.g. Illustrate the correct use of subject-verb position in an interrogative sentence.

12. Classification.

e.g. Classify the following into Physical change and Chemical change with explanation. Water changes to vapour; Sulphuric Acid and Sodium Hydroxide react to produce Sodium Sulphate and Water; Rusting of Iron; Melting of Ice.

13. Application of rules or principles in given situations.

e.g. If you sat halfway between the middle and one end of a sea-saw, would a person sitting on the other end have to be heavier or lighter than you in order to make the sea-saw balance in the middle. Why?

14. Discussion.

e.g. Partnership is a relationship between persons who have agreed to share the profits of a business carried on by all or any of them acting for all. Discuss the essentials of partnership on the basis of this partnership.

15. Criticism—as to the adequacy, correctness, or relevance—of a printed statement or a classmate’s answer to a question on the lesson.

e.g. What is the wrong with the following statement?

The Prime Minister is the sovereign Head of State in India.

16. Outline.

e.g. Outline the steps required in computing the compound interest if the principal amount, rate of interest and time period are given as P, R and T respectively.

17. Reorganization of facts.

e.g. The student is asked to interview some persons and find out their opinion on the role of UN in world peace. In the light of data thus collected he/she can reorganise what is given in the text book.

18. Formulation of questions-problems and questions raised.

e.g. After reading a lesson the pupils are asked to raise related problems- questions.

19. New methods of procedure

e.g. Can you solve this mathematical problem by using another method?

Advantages of the Essay Tests:

1. It is relatively easier to prepare and administer a six-question extended- response essay test than to prepare and administer a comparable 60-item multiple-choice test items.

2. It is the only means that can assess an examinee’s ability to organise and present his ideas in a logical and coherent fashion.

3. It can be successfully employed for practically all the school subjects.

4. Some of the objectives such as ability to organise idea effectively, ability to criticise or justify a statement, ability to interpret, etc., can be best measured by this type of test.

5. Logical thinking and critical reasoning, systematic presentation, etc. can be best developed by this type of test.

6. It helps to induce good study habits such as making outlines and summaries, organising the arguments for and against, etc.

7. The students can show their initiative, the originality of their thought and the fertility of their imagination as they are permitted freedom of response.

8. The responses of the students need not be completely right or wrong. All degrees of comprehensiveness and accuracy are possible.

9. It largely eliminates guessing.

10. They are valuable in testing the functional knowledge and power of expression of the pupil.

Limitations of Essay Tests:

1. One of the serious limitations of the essay tests is that these tests do not give scope for larger sampling of the content. You cannot sample the course content so well with six lengthy essay questions as you can with 60 multiple-choice test items.

2. Such tests encourage selective reading and emphasise cramming.

3. Moreover, scoring may be affected by spelling, good handwriting, coloured ink, neatness, grammar, length of the answer, etc.

4. The long-answer type questions are less valid and less reliable, and as such they have little predictive value.

5. It requires an excessive time on the part of students to write; while assessing, reading essays is very time-consuming and laborious.

6. It can be assessed only by a teacher or competent professionals.

7. Improper and ambiguous wording handicaps both the students and valuers.

8. Mood of the examiner affects the scoring of answer scripts.

9. There is halo effect-biased judgement by previous impressions.

10. The scores may be affected by his personal bias or partiality for a particular point of view, his way of understanding the question, his weightage to different aspect of the answer, favouritism and nepotism, etc.

Thus, the potential disadvantages of essay type questions are :

(i) Poor predictive validity,

(ii) Limited content sampling,

(iii) Scores unreliability, and

(iv) Scoring constraints.

Suggestions for Improving Essay Tests:

The teacher can sometimes, through essay tests, gain improved insight into a student’s abilities, difficulties and ways of thinking and thus have a basis for guiding his/her learning.

(A) White Framing Questions:

1. Give adequate time and thought to the preparation of essay questions, so that they can be re-examined, revised and edited before they are used. This would increase the validity of the test.

2. The item should be so written that it will elicit the type of behaviour the teacher wants to measure. If one is interested in measuring understanding, he should not ask a question that will elicit an opinion; e.g.,

“What do you think of Buddhism in comparison to Jainism?”

3. Use words which themselves give directions e.g. define, illustrate, outline, select, classify, summarise, etc., instead of discuss, comment, explain, etc.

4. Give specific directions to students to elicit the desired response.

5. Indicate clearly the value of the question and the time suggested for answering it.

6. Do not provide optional questions in an essay test because—

(i) It is difficult to construct questions of equal difficulty;

(ii) Students do not have the ability to select those questions which they will answer best;

(iii) A good student may be penalised because he is challenged by the more difficult and complex questions.

7. Prepare and use a relatively large number of questions requiring short answers rather than just a few questions involving long answers.

8. Do not start essay questions with such words as list, who, what, whether. If we begin the questions with such words, they are likely to be short-answer question and not essay questions, as we have defined the term.

9. Adapt the length of the response and complexity of the question and answer to the maturity level of the students.

10. The wording of the questions should be clear and unambiguous.

11. It should be a power test rather than a speed test. Allow a liberal time limit so that the essay test does not become a test of speed in writing.

12. Supply the necessary training to the students in writing essay tests.

13. Questions should be graded from simple to complex so that all the testees can answer atleast a few questions.

14. Essay questions should provide value points and marking schemes.

(B) While Scoring Questions:

1. Prepare a marking scheme, suggesting the best possible answer and the weightage given to the various points of this model answer. Decide in advance which factors will be considered in evaluating an essay response.

2. While assessing the essay response, one must:

a. Use appropriate methods to minimise bias;

b. Pay attention only to the significant and relevant aspects of the answer;

c. Be careful not to let personal idiosyncrasies affect assessment;

d. Apply a uniform standard to all the papers.

3. The examinee’s identity should be concealed from the scorer. By this we can avoid the “halo effect” or “biasness” which may affect the scoring.

4. Check your marking scheme against actual responses.

5. Once the assessment has begun, the standard should not be changed, nor should it vary from paper to paper or reader to reader. Be consistent in your assessment.

6. Grade only one question at a time for all papers. This will help you in minimising the halo effect in becoming thoroughly familiar with just one set of scoring criteria and in concentrating completely on them.

7. The mechanics of expression (legibility, spelling, punctuation, grammar) should be judged separately from what the student writes, i.e. the subject matter content.

8. If possible, have two independent readings of the test and use the average as the final score.

Related Articles:

• Merits and Demerits of Objective Type Test
• Types of Recall Type Test: Simple and Completion | Objective Test

Educational Statistics , Evaluation Tools , Essay Test

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• Educational Assessment

Advantages and Disadvantages of Different Types of Test Questions

• October 23, 2018
• Maryellen Weimer, PhD

It’s good to regularly review the advantages and disadvantages of the most commonly used test questions and the test banks that now frequently provide them.

Multiple-choice questions

• Quick and easy to score, by hand or electronically
• Can be written so that they test a wide range of higher-order thinking skills
• Can cover lots of content areas on a single exam and still be answered in a class period

Disadvantages

• Often test literacy skills: “if the student reads the question carefully, the answer is easy to recognize even if the student knows little about the subject” (p. 194)
• Provide unprepared students the opportunity to guess, and with guesses that are right, they get credit for things they don’t know
• Expose students to misinformation that can influence subsequent thinking about the content
• Take time and skill to construct (especially good questions)

True-false questions

• Quick and easy to score
• Considered to be “one of the most unreliable forms of assessment” (p. 195)
• Often written so that most of the statement is true save one small, often trivial bit of information that then makes the whole statement untrue
• Encourage guessing, and reward for correct guesses

Short-answer questions

• Quick and easy to grade
• Quick and easy to write
• Encourage students to memorize terms and details, so that their understanding of the content remains superficial

Essay questions

• Offer students an opportunity to demonstrate knowledge, skills, and abilities in a variety of ways
• Can be used to develop student writing skills, particularly the ability to formulate arguments supported with reasoning and evidence
• Require extensive time to grade
• Encourage use of subjective criteria when assessing answers
• If used in class, necessitate quick composition without time for planning or revision, which can result in poor-quality writing

Questions provided by test banks

• Save instructors the time and energy involved in writing test questions
• Use the terms and methods that are used in the book
• Rarely involve analysis, synthesis, application, or evaluation (cross-discipline research documents that approximately 85 percent of the questions in test banks test recall)
• Limit the scope of the exam to text content; if used extensively, may lead students to conclude that the material covered in class is unimportant and irrelevant

We tend to think that these are the only test question options, but there are some interesting variations. The article that promoted this review proposes one: Start with a question, and revise it until it can be answered with one word or a short phrase. Do not list any answer options for that single question, but attach to the exam an alphabetized list of answers. Students select answers from that list. Some of the answers provided may be used more than once, some may not be used, and there are more answers listed than questions. It’s a ratcheted-up version of matching. The approach makes the test more challenging and decreases the chance of getting an answer correct by guessing.

Remember, students do need to be introduced to any new or altered question format before they encounter it on an exam.

Editor’s note: The list of advantages and disadvantages comes in part from the article referenced here. It also cites research evidence relevant to some of these advantages and disadvantages.

Reference: McAllister, D., and Guidice, R.M. (2012). This is only a test: A machine-graded improvement to the multiple-choice and true-false examination. Teaching in Higher Education, 17 (2), 193-207.

Reprinted from The Teaching Professor, 28.3 (2014): 8. © Magna Publications. All rights reserved.

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The Ultimate Essay Test Guide: Achieve Top Grades With Ease

An essay test, a fundamental tool in academic assessment, measures a student's ability to express, argue, and structure their thoughts on a given subject through written words. This test format delves deeper into a student's critical thinking and writing skills unlike other conventional exam types.

What is an Essay Test?

An essay test is a type of assessment in which a student is prompted to respond to a question or a series of questions by writing an essay.

This form of test isn’t merely about checking a student’s recall or memorisation skills , but more about gauging their ability to comprehend a subject, synthesise information, and articulate their understanding effectively.

Types of Essay Tests

Essay tests can be broadly classified into two categories: Restricted Response and Extended Response .

• Restricted Response tests focus on limited aspects, requiring students to provide short, concise answers.
• Extended Response tests demand more comprehensive answers, allowing students to showcase their creativity and analytical skills.

Advantages and Limitations of an Essay Test

Essay tests offer numerous benefits but also have certain limitations. The advantages of an essay test are :

• They allow teachers to evaluate students’ abilities to organise, synthesise, and interpret information.
• They help in developing critical thinking and writing skills among students.
• They provide an opportunity for students to exhibit their knowledge and understanding of a subject in a broader context.

And the limitations of an essay test are :

• They are time-consuming to both take and grade.
• They are subject to scoring inconsistencies due to potential subjective bias.
• They may cause the students who struggle with written expression may face difficulties, and these tests may not accurately reflect the full spectrum of a student’s knowledge or understanding.

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Understanding the Structure of an Essay Test

Essay tests involve a defined structure to ensure organised, coherent, and comprehensive expression of thoughts. Adhering to a specific structure can enhance your ability to answer essay questions effectively .

The 7 Steps of an Essay

Writing an essay test typically involves seven steps :

• Understanding the question
• Brainstorming ideas
• Creating an outline
• Crafting a thesis statement
• Writing the essay body
• Formulating the conclusion
• Revising and editing for clarity and conciseness

The First Sentence in an Essay

The initial sentence of an essay, often termed a hook , plays a crucial role.

It aims to grab the reader’s attention and provoke interest in the essay topic. It should be engaging, and relevant, and set the tone for the rest of the essay .

The 5-Paragraph Essay Format

The 5-paragraph essay format is commonly used in essay tests, providing a clear and organised approach for students to articulate their ideas. In this format, the introduction and the conclusion include 1 paragraph, while the body of the essay includes 3 .

• Introduction : The introduction sets the stage, providing a brief overview of the topic and presenting the thesis statement – the central argument or point.
• Body : The body of the essay contains three paragraphs, each presenting a separate point that supports the thesis statement. Detailed explanations, evidence, and examples are included here to substantiate the points.
• Conclusion : The conclusion reiterates the thesis statement and summarises the main points. It provides a final perspective on the topic, drawing the essay to a close.

How to Prepare for an Essay Test?

Preparing for an essay test demands a structured approach to ensure thorough understanding and effective response. Here are some strategies to make this task more manageable:

#1 Familiarise Yourself with the Terminology Used

Knowledge of key terminologies is essential. Understand the meaning of directives such as “describe”, “compare”, “contrast”, or “analyse”. Each term guides you on what is expected in your essay and helps you to answer the question accurately.

To make it easier, you can take advantage of AI technologies. While preparing for your exam, use similar essay questions as prompts and see how AI understands and evaluates the questions. If you are unfamiliar with AI, you can check out The Best Chat GPT Prompts For Essay Writing .

#2 Review and Revise Past Essays

Take advantage of past essays or essay prompts to review and revise your writing . Analyse your strengths and areas for improvement, paying attention to grammar , structure , and clarity . This process helps you refine your writing skills and identify potential pitfalls to avoid in future tests.

#3 Practice Timed Writing

Simulate test conditions by practising timed writing . Set a specific time limit for each essay question and strive to complete it within that timeframe. This exercise builds your ability to think and write quickly , improving your efficiency during the actual test.

#4 Utilise Mnemonic Techniques

To aid in memorisation and recall of key concepts or arguments, employ mnemonic techniques . These memory aids, such as acronyms, visualisation, or association techniques, can help you retain important information and retrieve it during the test. Practice using mnemonics to reinforce your understanding of critical points.

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Strategies to Pass an Essay Test

Passing an essay test goes beyond understanding the topic; it also requires strategic planning and execution . Below are key strategies that can enhance your performance in an essay test.

• Read the exam paper thoroughly before diving into writing : read the entire exam paper thoroughly. Understand each question’s requirement and make a mental note of the points to be included in each response. This step will help in ensuring that no aspect of the question is overlooked.
• Answer in the First Sentence and Use the Language of the Question : Begin your essay by clearly stating your answer in the first sentence. Use the language of the question to show you are directly addressing the task. This approach ensures that your main argument is understood right from the start.
• Structure Your Essay : Adopt a logical essay structure , typically comprising an introduction, body, and conclusion. This helps in organising your thoughts, making your argument clearer, and enhancing the readability of your essay.
• Answer in Point Form When Running Out of Time : If time is running short, present your answer in point form. This approach allows you to cover more points quickly, ensuring you don’t leave any questions unanswered.
• Write as Legibly as Possible : Your writing should be clear and easy to read. Illegible handwriting could lead to misunderstandings and may negatively impact your grades.
• Number Your Answers : Ensure your answers are correctly numbered. This helps in aligning your responses with the respective questions, making it easier for the examiner to assess your work, and reducing chances of confusion or error
• Time Yourself on Each Question : Time management is crucial in an essay test. Allocate a specific amount of time to each question, taking into account the marks they carry. Ensure you leave ample time for revising and editing your responses. Practising this strategy can prevent last-minute rushes and result in a more polished essay.

About the Author Oğulcan Tezcan is a writer, translator, editor, and an accomplished engineer. Oğulcan is also a keen researcher and digital market analyst, with a particular interest in self-development, productivity, and human behaviour.

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Frequently Asked Questions About Essay Tests

How do you answer an essay question, when taking an essay test what is the first step, what type of test is an essay test, what is the first sentence in an essay, what are the six elements of an essay.

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Short Answer & Essay Tests

Strategies, Ideas, and Recommendations from the faculty Development Literature

General Strategies

Save essay questions for testing higher levels of thought (application, synthesis, and evaluation), not recall facts. Appropriate tasks for essays include: Comparing: Identify the similarities and differences between Relating cause and effect: What are the major causes of...? What would be the most likely effects of...? Justifying: Explain why you agree or disagree with the following statement. Generalizing: State a set of principles that can explain the following events. Inferring: How would character X react to the following? Creating: what would happen if...? Applying: Describe a situation that illustrates the principle of. Analyzing: Find and correct the reasoning errors in the following passage. Evaluating: Assess the strengths and weaknesses of.

There are three drawbacks to giving students a choice. First, some students will waste time trying to decide which questions to answer. Second, you will not know whether all students are equally knowledgeable about all the topics covered on the test. Third, since some questions are likely to be harder than others, the test could be unfair.

Tests that ask only one question are less valid and reliable than those with a wider sampling of test items. In a fifty-minute class period, you may be able to pose three essay questions or ten short answer questions.

To reduce students' anxiety and help them see that you want them to do their best, give them pointers on how to take an essay exam. For example:

• Survey the entire test quickly, noting the directions and estimating the importance and difficulty of each question. If ideas or answers come to mind, jot them down quickly.
• Outline each answer before you begin to write. Jot down notes on important points, arrange them in a pattern, and add specific details under each point.

Writing Effective Test Questions

Avoid vague questions that could lead students to different interpretations. If you use the word "how" or "why" in an essay question, students will be better able to develop a clear thesis. As examples of essay and short-answer questions: Poor: What are three types of market organization? In what ways are they different from one another? Better: Define oligopoly. How does oligopoly differ from both perfect competition and monopoly in terms of number of firms, control over price, conditions of entry, cost structure, and long-term profitability? Poor: Name the principles that determined postwar American foreign policy. Better: Describe three principles on which American foreign policy was based between 1945 and 1960; illustrate each of the principles with two actions of the executive branch of government.

If you want students to consider certain aspects or issues in developing their answers, set them out in separate paragraph. Leave the questions on a line by itself.

Use your version to help you revise the question, as needed, and to estimate how much time students will need to complete the question. If you can answer the question in ten minutes, students will probably need twenty to thirty minutes. Use these estimates in determining the number of questions to ask on the exam. Give students advice on how much time to spend on each question.

Decide which specific facts or ideas a student must mention to earn full credit and how you will award partial credit. Below is an example of a holistic scoring rubric used to evaluate essays:

• Full credit-six points: The essay clearly states a position, provides support for the position, and raises a counterargument or objection and refutes it.
• Five points: The essay states a position, supports it, and raises a counterargument or objection and refutes it. The essay contains one or more of the following ragged edges: evidence is not uniformly persuasive, counterargument is not a serious threat to the position, some ideas seem out of place.
• Four points: The essay states a position and raises a counterargument, but neither is well developed. The objection or counterargument may lean toward the trivial. The essay also seems disorganized.
• Three points: The essay states a position, provides evidence supporting the position, and is well organized. However, the essay does not address possible objections or counterarguments. Thus, even though the essay may be better organized than the essay given four points, it should not receive more than three points.
• Two points: The essay states a position and provides some support but does not do it very well. Evidence is scanty, trivial, or general. The essay achieves it length largely through repetition of ideas and inclusion of irrelevant information.
• One point: The essay does not state the student's position on the issue. Instead, it restates the position presented in the question and summarizes evidence discussed in class or in the reading.

Try not to bias your grading by carrying over your perceptions about individual students. Some faculty ask students to put a number or pseudonym on the exam and to place that number / pseudonym on an index card that is turned in with the test, or have students write their names on the last page of the blue book or on the back of the test.

Before you begin grading, you will want an overview of the general level of performance and the range of students' responses.

Identify exams that are excellent, good, adequate, and poor. Use these papers to refresh your memory of the standards by which you are grading and to ensure fairness over the period of time you spend grading.

Shuffle papers before scoring the next question to distribute your fatigue factor randomly. By randomly shuffling papers you also avoid ordering effects.

Don't let handwriting, use of pen or pencil, format (for example, many lists), or other such factors influence your judgment about the intellectual quality of the response.

Write brief notes on strengths and weaknesses to indicate what students have done well and where they need to improve. The process of writing comments also keeps your attention focused on the response. And your comments will refresh your memory if a student wants to talk to you about the exam.

Focus on the organization and flow of the response, not on whether you agree or disagree with the students' ideas. Experiences faculty note, however, that students tend not to read their returned final exams, so you probably do not need to comment extensively on those.

Most faculty tire after reading ten or so responses. Take short breaks to keep up your concentration. Also, try to set limits on how long to spend on each paper so that you maintain you energy level and do not get overwhelmed. However, research suggests that you read all responses to a single question in one sitting to avoid extraneous factors influencing your grading (for example, time of day, temperature, and so on).

Wait two days or so and review a random set of exams without looking at the grades you assigned. Rereading helps you increase your reliability as a grader. If your two score differ, take the average.

This protects students' privacy when you return or they pick up their tests. Returning Essay Exams

A quick turnaround reinforces learning and capitalizes on students' interest in the results. Try to return tests within a week or so.

Give students a copy of the scoring guide or grading criteria you used. Let students know what a good answer included and the most common errors the class made. If you wish, read an example of a good answer and contrast it with a poor answer you created. Give students information on the distribution of scores so they know where they stand.

Some faculty break the class into small groups to discuss answers to the test. Unresolved questions are brought up to the class as a whole.

Ask students to tell you what was particularly difficult or unexpected. Find out how they prepared for the exam and what they wish they had done differently. Pass along to next year's class tips on the specific skills and strategies this class found effective.

Include a copy of the test with your annotations on ways to improve it, the mistakes students made in responding to various question, the distribution of students' performance, and comments that students made about the exam. If possible, keep copies of good and poor exams.

The Strategies, Ideas and Recommendations Here Come Primarily From:

Gross Davis, B. Tools for Teaching. San Francisco, Jossey-Bass, 1993.

McKeachie, W. J. Teaching Tips. (10th ed.) Lexington, Mass.: Heath, 2002.

Walvoord, B. E. and Johnson Anderson, V. Effective Grading. San Francisco, Jossey-Bass, 1998.

And These Additional Sources... Brooks, P. Working in Subject A Courses. Berkeley: Subject A Program, University of California, 1990.

Cashin, W. E. "Improving Essay Tests." Idea Paper, no. 17. Manhattan: Center for Faculty

Evaluation and Development in Higher Education, Kansas State University, 1987.

Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco:

Jossey-Bass, 1991.

Fuhrmann, B. S. and Grasha, A. F. A Practical Handbook for College Teachers. Boston:

Little, Brown, 1983.

Jacobs, L. C. and Chase, C. I. Developing and Using Tests Effectively: A Guide for Faculty.

San Francisco: Jossey-Bass, 1992.

Jedrey, C. M. "Grading and Evaluation." In M. M. gullette (ed.), The Art and Craft of Teaching.

Cambridge, Mass.: Harvard University Press, 1984.

Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984.

Ory, J. C. Improving Your Test Questions. Urbana:

Office of Instructional Res., University of Illinois, 1985.

Tollefson, S. K. Encouraging Student Writing. Berkeley:

Office of Educational Development, University of California, 1988.

Unruh, D. Test Scoring manual: Guide for Developing and Scoring Course Examinations.

Los Angeles: Office of Instructional Development, University of California, 1988.

Walvoord, B. E. Helping Students Write Well: A Guide for Teachers in All Disciplines.

(2nded.) New York: Modern Language Association, 1986.

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What are the pros and cons of the 11 exam types?

This is the second and final chapters about Exam Types . To complete this reader, read each chapter carefully and then unlock and complete our materials to check your understanding.   

– Remind the reader of the eleven academic exam types

– Provide definitions of each exam type

– Discuss the pros and cons of each of the eleven types

Chapter 1: Which exam types do academic institutions use?

Chapter 2: What are the pros and cons of the 11 exam types?

Before you begin reading...

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In Chapter 1 of this short reader on examination types , we introduced the motivation behind using exams and outlined the skills that are tested, the formats that are used, and the eleven types that students may encounter. In this second chapter on the subject, we next discuss each of these types in turn, first describing the style and expectations of the exam and then providing the learner with any important pros and cons for increasing the chances of exam success.

Type 1: Computational Exams

This first exam type is often used by subjects such as mathematics, computer science or linguistics. In computational exams , the student is often required to successfully perform calculations or complete puzzles in order to pass, usually being required also to show their workings – which is how they reached their conclusion. The benefits of this type of exam are that (1) there should be one correct answer but a number of methods of solving the problem, (2) students should be able to have ample practice with similar computational questions prior to the final exam, and (3) this exam style is less subjective, leading to more consistent marking among assessors. Students, however, may struggle with this examination type if they’ve perhaps forgotten a necessary calculator, haven’t practised sufficiently, or simply don’t know how to reach the correct answer.

Type 2: Group Discussions

As our short reader on the subject better explains, students may be required at some point in their course to complete a group discussion , which is when a number of students are provided with a topic and are observed and assessed based on their communication skills, content knowledge and general team work and delivery. While this type of exam might be beneficial for those students who are confident speakers and who have practised working in groups before, some students may find a group exam such as this challenging, stressful, and imbalanced with regards to talking time. Teachers may also find it difficult to asses multiple students at once on aspects such as topic knowledge, delivery and participation. 

Type 3: Interviews

Particularly common in courses that focus on listening   and speaking are assessed interviews , which are normally conducted between one student and one or multiple teachers. In such interviews, the student will normally be asked a series of questions by the assessing panel, and the answers that student gives and how they answer them will contribute wholly to their final grade. Much like in group discussions , this type of examination is particularly beneficial for students who are confident and well prepared. They’re also an excellent way of testing someone’s on-the-spot listening and speaking skills. The weaknesses of this examination type, however, are that students may feel extremely nervous beforehand, that the questions asked by the assessor could be easier or more difficult depending on random selection, and that a lack of opportunity to speak may make it difficult for the assessor to gauge ability.

Type 4: Mock Exams

In the context of exams , the word  ‘mock’ simply indicates that something is not real but is designed to simulate an authentic experience. Mock exams , then, may be any exam type   and are simply designed to offer practice for students to increase confidence before the final exam. Aside from the fact that students may become tired of completing them, there are no real downsides to this examination type.

5. Multiple-Choice Exams

One of the least subjective of all  exam types   is the multiple-choice exam , which may include question styles such as true/false, fill-in-the-gap or indicate the correct answer. These exams are beneficial for institutions as they’re quick to create and even quicker to mark. Students also tend to like this examination type as there’s a chance of scoring points even if you don’t know the correct answer. This exam type, however, is not favoured by most high-quality universities as it can only really be used to test a student’s memory and not whether they understand or can use the concepts.

6. Open-Book Exams

Less common than more traditional exams are the open-book exams in which students are able to bring materials into the exam with them for support. Such materials could be textbooks, journal articles or notes that students have made on research they’ve read. Such exams are useful because (1) students can be asked to provide more detail than normal, (2) students are awarded for significant preparation, and (3) tutors can create more complex examinations. The negatives of this exam type are an increased marking time, more preparation on the student’s part, and more room for error should the student have researched the wrong points.

7. Placement Tests

Sometimes a university may wish to better determine their students’ level of knowledge and skill at the start of a module or degree – such as how well you can read, write, speak or listen. While university-entrance exams are designed to do this, many such exams are unstandardised or simply do not meet the high quality of the university – and so a university might design its own. While unassessed, a student should still take these placement tests seriously so that if necessary they can be offered the best support, such as additional 1-to-1 tutorials or extra classes.

8. Presentations

It’s not uncommon also for universities to require that their students complete alone or group presentations about academic topics, demonstrating their body language , delivery strategies   and use of visual aids . Such exam types   are particularly useful for improving a student’s pronunciation , preparation , posture and confidence, and should be taken very seriously. Of course, if you have little experience in performing in front of your class and delivering a five- to ten-minute speech, then you may find this examination type to be quite nerve-wracking.

9. Proficiency Tests

Similar to placement tests are English proficiency tests   such as IELTS  or TOEFL – except these are conducted outside of university and are often used to gain entrance into a university’s pre-sessional course , bachelor’s degree   or postgraduate master’s . Such tests will usually provide students with a reading, writing, listening and speaking level so that they can gauge their own progress. While such proficiency tests are certainly useful for teachers and academic departments, for students they can be quite stressful, time-consuming and difficult to know how to improve upon. 

10. Takeaway Papers

One of the most unique and infrequently used type of exam  is the takeaway paper , which is when students are provided with questions that must be completed in a short period of time, such as 24 to 48 hours. While such exams certainly allow the tutor to judge a student’s preparation , problem-solving, resolve under pressure, and knowledge, this exam format can be extremely stressful for students. What’s more, takeaway papers may encourage collusion  in which two or more students work together on their assignment , which as a type of academic misconduct could be grounds for dismissal from the university.

11. Timed-Writing Exams

The final exam type   on our list is the timed-writing exam , which is a popular examination at universities. In this exam type, students will be required to write under controlled conditions (whether in a classroom or exam hall) and are kept to a strict time limit. Students may then have to read a short text and answer questions about that text or directly construct an essay . 

This exam type is useful because (1) it helps to guarantee that students cannot cheat when writing their essay, as is common with coursework, (2) it successfully tests a student’s ability to read, write, process and structure within a timeframe, and (3) it encourages students to be concise and accurate when forming their answers – which are key academic skills . Some tutors, however, argue that timed-writing exams are unfair for their students as they do not create authentic writing scenarios in which a writer would normally be able to carefully consider their response and use aspects of editing and proofreading   to improve upon their ideas and arguments .

Now that we’ve explored the eleven most common types of exam that university students may encounter, you may want to download and complete our Chapter 2 worksheet.

To reference this reader:

Academic Marker (2022) Exam Types . Available at: https://academicmarker.com/academic-guidance/examinations/exam-types/ (Accessed: Date Month Year).

• University of Newcastle Library Guides
• University of Reading Library
• York University Canada

Once you’ve completed both chapters in this short reader about Exam Types , you might then wish to download our Chapter Worksheets to check your progress or print for your students. These professional PDF worksheets can be easily accessed for only a few Academic Marks .

Chapter 1 explores the topic: Which exam types do academic institutions use? Our Chapter 1 Worksheet (containing guidance, activities and answer keys) can be accessed here at the click of a button. 

Chapter 2 explores the topic: What are the pros and cons of the 11 exam types? Our Chapter 2 Worksheet (containing guidance, activities and answer keys) can be accessed here at the click of a button. 

To save yourself 1 Mark , click on the button below to gain unlimited access to all of our Exam Types Chapter Worksheets. This  All-in-1 Pack includes every chapter, activity and answer key related to this topic in one handy and professional PDF.

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IELTS Task 2 Essays Understand the 5 Different Types

There are 5 main types of IELTS Task 2 essays:

1)    Opinion Essays  

2)    Discussion Essays

3)    Problem Solution Essays

4)    Advantages & Disadvantages Essays

5)    Double Question Essays

Most questions fit one of these categories. However, questions can be written in many different ways, which can make it difficult to determine which type they are.

On this page, I want to give you an overview of all 5 IELTS Task 2 essay types, with samples questions to help you recognise some of the different wording often used. I’ve also included a basic structure for each that you can use to as a guide for essay planning, a vital step in the writing process.

I go into each type of question in more detail on its own page.  Click the links above or at the bottom of this page to see these. 

First, here’s the basic 4 part structure I recommend that you use for Task 2 essays:

1)  Introduction

2)  Main Body Paragraph 1 

3)  Main Body Paragraph 2 

4)  Conclusion

Want  to watch and listen to this lesson?

Click on this video.

The sort of information you include in each of the 4 sections will vary depending on the question type and that’s what I’m now going to outline for you.

These easy to learn structures will enable you to quickly plan and write any IELTS Task 2 essay.

The structures below are not the only ones you could use but they are the ones I recommend because they’re simple and give proven results.

1) Opinion Essays

These are sometimes called ‘agree or disagree’ or ‘argumentative’ essays and are one of the most common types of IELTS Task 2 question.

The first part of the question will be a statement. You will then be asked to give your own opinion about the statement. Here is some typical wording that might be used:

• What is your opinion?
• Do you agree or disagree?
• To what extent do you agree or disagree?

Here is an example of each:

• Choose one side of the argument.
• State your opinion clearly in the introduction.
• Keep the same opinion throughout the essay.
• Give reasons why you hold this view.

It doesn’t matter which side of the argument you take or even that you agree with it. Choose the one you can develop the best argument for.

Don’t change your opinion part way through the essay and don’t give reasons for the opposing idea.

Essay Structure

1) Introduction

• Paraphrase the question
• Give your opinion
• State two supporting reasons

2) Main body paragraph 1

• Topic sentence – outline 1st reason for supporting this view
• Explanation – explain this idea
• Example – give an example

3)  Main body paragraph 2

• Topic sentence – outline 2nd reason for supporting this view
• Summarise opinion and key reasons

2) Discussion Essays

In discussion essays, you have to discuss both sides of an argument. Usually, you will be asked for your own opinion as well.

The easiest way to approach this type of IELTS Task 2 question is to choose one point of view to agree with and one side to disagree with.

Here are 3 examples of discussion essay questions:

• Develop both sides of the argument.
• Talk about the view you don’t agree with first.

A big mistake many students make is to fully develop only one point of view. This leads to an unbalanced essay and a low score for task achievement. 

It is easier to begin by discussing the opinion you don’t agree with and then present the reasons for your opposing view.

2)  Main body paragraph 1 – Negative Viewpoint

• Topic sentence – outline the view you don’t agree with
• Explanation – explain why this view is held by some people

3)  Main body paragraph 2 – Positive Viewpoint

• Topic sentence – outline the view you do agree with
• Summarise the key points and state your opinion

3)  Problem Essays  

These are sometimes called ‘causes and solutions’ or ‘problems and solutions’ essays. This type of IELTS Task 2 question starts with a statement, then asks you to discuss the problems or causes and the solutions.

• Don’t list lots of causes and solutions.
• Choose just one or two and develop them fully.
• Be sure to link each problem/cause and its solution.

A common mistake is for candidates to list all the problems/causes and solutions they can think of, not necessarily linking them together.  They also fail to explain any of them in detail and don’t include any examples.

The wording of this type of essay question can vary considerably.  Here are 3 examples of problem essay questions:

• State 1 key problem/cause and related solution

2)  Main body paragraph 1 – Problem or Cause

• Topic sentence – state the problem or cause
• Explanation – give detail explaining the problem or cause

3)  Main body paragraph 2 – Solution

• Topic sentence – state the solution
• Explanation – give detail explaining the solution

4)  Advantages & Disadvantages Essays

The first part of the question will be a statement. You will be asked to write about both the advantages and disadvantages of the idea stated.

Here is some typical wording that might be used:

• What are the advantages and disadvantages of….?
• Do you think the advantages outweigh the disadvantages?
• Discuss the advantages and disadvantages and give your opinion.

Here are 3 examples of advantages and disadvantages essay questions:

Each of these different types of questions fits into one of two slightly different essay structures. We’ll look at these in detail on the main IELTS Task 2 Advantages & Disadvantages Essays page. For now, I’ll give you the basic structure.

• Outline the view or views stated the statement

2)  Main body paragraph 1 – Advantage

• Topic sentence – state 1 advantage
• Explanation – give detail explaining the advantage
• Result – state the result

3)  Main body paragraph 2 – Disadvantage

• Topic sentence – state 1 disadvantage
• Explanation – give detail explaining the disadvantage
• Summarise the key points
• State your opinion if required

5)  Double Question Essays

This type of IELTS Task 2 question is sometimes called a ‘direct question’ or ‘two questions’ essay. It has one statement with two different questions after it. The questions may or may not be linked.

• You must answer both questions fully.
• Don’t confuse it with an opinion or a discussion essay.
• Be careful that you don’t end up with too many ideas to write about.

Here are 3 examples of double question essay questions:

• Outline sentence – state your answer to both questions

2)  Main body paragraph 1 – Answer question 1

• Topic sentence – state your answer
• Explanation – explain why you think this

3)  Main body paragraph 2 – Answer question 2

• Summarise both questions and answers

I hope you’ve found this information useful. You can learn lots more about writing the 5 different types of IELTS Task 2 essay and see sample answers on these pages:

The 5 Task 2 Essay Types:

Step-by-step instructions on how to plan & write high-level essays. Model answers & common mistakes to avoid.

   Opinion Essays

   Discussion Essays

  Problem Solution Essays

  Advantages & Disadvantages Essays

  Double Question Essays

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More help with ielts task 2.

IELTS Writing Task 2  – T he format, the 5 question types, the 5 step essay writing strategy & sample questions. All the key information you need to know.

Understanding Task 2 Questions  – How to quickly and easily analyse and understand IELTS Writing Task 2 questions.

How To Plan a Task 2 Essay  – Discover why essay planning is essential & learn a simple 4 step strategy, the 4 part essay structure & 4 methods of generating ideas.

How To Write a Task 2 Introduction  – Find out why a good introduction is essential. Learn how to write one using a simple 3 part strategy & discover 4 common mistakes to avoid.

How To Write Task 2 Main Body Paragraphs  – Learn the simple 3 part structure for writing great main body paragraphs and also, 3 common mistakes to avoid. 

How To Write Task 2 Conclusions  – Learn the easy way to write the perfect conclusion for a Task 2 essay. Also discover 4 common mistakes to avoid.

Task 2 Marking Criteria  – Find out how to meet the marking criteria for IELTS Task 2. See examples of good and poor answers & learn some common mistakes to avoid.

Other related pages:

IELTS Writing Test  – Understand the format & marking criteria, know what skills are assessed & learn the difference between the Academic & General writing tests.

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5 Types of Exam Questions: Characteristics, Pros & Cons [2024 Updated]

by Thanh Huyen | May 27, 2022

Different types of exam questions make for a rich test structure, which applies to a wide range of students. Learn about common test questions, their characteristics, advantages, and disadvantages in this article.

In the previous article, we learned 7 tips for creating online exams . One of the tips is about choosing the types of exam questions. It is also true for paper-based exams. The questions decide whether a test is good or bad. Thus, writing effective test questions plays an important role to assess students of all levels. Generally, there are two categories of test items: Objective and Subjective .

Objective items ask students to choose the correct answer from several given options. The question can also be a short word/phrase that answers a question or completes a statement. So far, this type of question is very common on both paper and online exams. Objective items include: Multiple Choice, True/False, Completion, and Matching.

Subjective or essay items need students to come up with an idea and present a problem. Students need to recall and organize their knowledge in a logical sequence, integrating answers. A question like this follows. “ Compare the writings of Bret Harte and Mark Twain in terms of settings, depth of characterization, and dialogue styles of their main characters (10pts. 20 minutes) ” ( Kanas Curriculum Center, 2001, p44 ).

Those types of exam questions have their own characteristics, advantages, and disadvantages. To assess students objectively and fairly, teachers should choose the appropriate question type for each kind of test. For more information on that, don’t skip this article. It will give you more information about the 5 most frequently asked questions on the test, which are:

• Multiple Choice
• True/False 
• Essays  

5 Types of Exam Questions: Characteristics, Pros & Cons

Now, let’s get to know the 5 types of exam questions frequently asked in classes.

1. Multiple Choice

Multiple choice questions are the most popular type of question in an exam. It has been used for decades in all fields. A question consists of a stem. It can be either a question or a partial statement. Sometimes it’s also about finding the best answer. The stem often has 3-5 possible answers (choices). One of them is correct and the rest are alternatives or distractions. As you may know, there are many rules when creating multiple choice questions . This type of question is suitable to identify to what extent students understand the lessons. In addition, the questions are also suitable for assessing the students’ abilities to apply, analyze and synthesize.

Although they are the most common type of question, they have their advantages and disadvantages.

• They can cover a broad range of content . Since students do not spend time writing. If a test is the same length, multiple choice questions will outweigh essay questions. Therefore, they allow covering a huge variety of topics and subjects. 
• They provide an excellent basis for post-test discussion . After checking the test’s answers, students may wonder about its correctness. Discussing why it is correct and the other wrong helps students recognize mistakes and reinforce their understanding.
• They are easy to score . The tests with multiple choice questions can be scored easily by machine. Even when the teachers directly grade the test, they don’t take time to consider the answer. In addition, students can estimate their scores after the teachers share the answers.
• They can save writing time . Students only need to read and choose the best answers as requested. They can finish the test faster than when writing.
• They make cheating easier . The questions and answers all have keywords. Students only need to remember the keywords and easily pass the content along.
• They take time to create . Creating good questions is very time-consuming because teachers have to create both alternatives and distractions. Even distractions should always fit the question. Misinformation from incorrect answers can affect how students think about the topic.

2. True/False 

The next preferred type of question for exams is True/False . Its form is simpler than the multiple choice question. A question consists of 1 stem and True/False answer options. It’s good for evaluating students’ understanding of either-or misconceptions. For example, when deciding whether a particular solution is right or wrong, use singular or plural structures, and so on. This type of test question is suitable for students to recall or test comprehension.

The questions are not as superior as the first but still have many advantages.

• They can test large amounts of content . That’s true because it’s very short. Students should be able to answer 3-4 of these questions per minute. Since it does not take much time, the number of questions can be increased, covering many issues.
• They are easy to write . Teachers only need to think of any propositions that are true or not. The progress is both simple and time-saving.
• They are also easy to score . Of course. Whether grading electronically or by hand, checking 2 answers is a breeze.
• They are too easy . Students have a 50% chance of getting the correct answer by guessing. So, teachers may be confused if students really understand or have good luck. This proves it is not suitable to measure higher-level thinking competence for students. 
• Teachers need to prepare a large number of items for high reliability . The speed of doing the true/false questions is fast, so a lot of questions are necessary. 

3. Completion

Types of exam questions such as Fill in Blank and Fill in Text Entry are known as completion. The first one is found both on paper and online exams, while the latter is more seen on computers. A question is a statement or a paragraph that contains blank(s). Students need to fill in the blank with the correct words or phrases. They have to find the answers, not a simple recognition of the correct one. Therefore, this type of question is suitable for testing the knowledge level of the students.

The questions have pros and cons as follows:

• They minimize guessing . Since there is no hint, students have no choice but to think and find out the correct answer.
• They encourage students to study more attentively . The content of the questions can be related to any part of the study. In addition, without available choices, students are forced to focus on the lessons .
• They allow students to come up with creative answers on their own . Rather than relying on suggestions, students can write answers according to their understanding. It reflects their perception of the problems. Thanks to that, teachers can evaluate them more correctly.
• They take time to grade . Students can create the answers. However, it’s hard to control synonyms and different word orders. Only the teachers can judge its correctness or incorrectness. That’s why it takes their time.
• They may lead to students learning disjointedly . Memorizing small parts may get a higher score, so students only learn what is noticed.

4. Matching

Matching is also a common type of question. It provides the most effective way to test the relationship between objects. For example, that is the relationship between events, dates, characters, and places. The question is often divided into two sides. On one side are the stem or problems, and on the other side are the corresponding answers. Usually, the question will be placed on the left and the answer on the right. Students’ task is to read items on the left and find the related ones on the right. The questions are also suitable for testing students about the experiments, the experimenters, the results… Matching questions in an online test also have a form of Drag-n-Drop questions.

As follows are some pros and cons of the questions:

• They cover the maximum of knowledge levels in a minimal amount of space . There is no space lost for choices like multiple choice or true-false questions. The number of questions is quite a lot, but it only takes 1-2 lines for students to write the answer.
• They are valuable in data-rich content areas . Take History, for example, the subject in which there are multiple timelines, events, and characters. All are handy to show in the test.
• They reduce guessing . It is more difficult to eliminate answers than that in multiple choice questions.
• They are easy to grade . Again, just follow the answers list, the exams can be marked electronically or by hand. 
• Students take a longer time to do the test : Each side usually has 4-8 items, students need to read both sides and think, so it takes more time.
• They are not very suitable for high-level students . Students only recognize the relationship between the data on both sides. They do not need specialized knowledge to do this type of exercise.

5. Essays 

Another important one in the types of exam questions is essays . They have neither choices nor hints. The questions contain one or several sub-questions. They are often shown in two main forms: extended response and restricted response. The first one tests the ability to synthesize and evaluate problems. The answers are freely written based on knowledge and understanding. The second one has certain requirements such as comparison and distinction. The answer usually includes certain parameters. Students’ task is to build on their knowledge and understanding to write down their answers.

Accordingly, these “high-risk, high-reward” questions have the following pros and cons.

• They allow students to explain their understanding and demonstrate creativity . The same knowledge has been learned, but each student has a different understanding. In that way, they will give different answers. What students write down demonstrates their understanding and creativity.
• They push analyzing and critical thinking . Essay questions are not just about memorizing and writing them down. To answer correctly, students need to analyze the problems and arrange them in a logical sequence. While doing that, they generate questions or have opinions that differ from the facts. Critical thinking is formed from there.
• They encourage studying more efficiently . Instead of selecting answers, students must write their answers carefully. Therefore, they must learn well to be able to understand, analyze and present. That’s how learning becomes more effective.
• They give the instructors an opportunity to comment on students’ progress . Students’ answers indicate the depth of their understanding and the difficulties they may be experiencing. Teachers can know that through their work and make appropriate adjustments.
• They develop other skills . Essays not only test students in their classroom curriculum but also help them build practical skills. That is the practice of writing and persuasion. These skills are valuable in any profession.
• They can cause subjective assessment . The teacher must be the grader. As there is no exact answer, the grading is based on the teacher’s feelings. It depends on emotions, health status, and many external factors. Therefore, the scores given may be inaccurate. It’s also not nice if teachers bias anyone. And students can write essays in a cliché to make the work sound better.
• They are time-consuming . It takes a lot of thought and planning to write an essay. While some students can understand the lesson, they lack the time to fully write down their thoughts. Besides, teachers take time to read and grade papers.

So you got to know the characteristics, pros & cons of 5 common types of exam questions. You now can choose the appropriate question types to create a test for your students. Apart from paper-based tests, there are also online exams. Software that creates questions for online exams like ActivePresenter may give you a helping hand. It can generate all the questions mentioned above. Moreover, it provides many other utilities such as random slides , or a countdown timer . They give the test extra security. You can also refer to some eLearning games built on the question types in the app. Learn the Features and watch the video tutorials on our YouTube channel to create effective tests.

Advantages of distance learning

Pros and cons of online learning for teachers and students

Homeschooling advantages and disadvantages

How to assess learning in online environments

All About Studying

Study Tips And Techniques

15 Most Popular Types Of Exams In College

Prepare yourself for university by learning what kind of tests are given. Find out more about the common exams in college.

In college, various types of exams are used to assess students’ understanding of course material, critical thinking skills, and ability to apply knowledge. The types of exams can vary based on the course, subject matter, and teaching methods. Here are some common types of exams you might encounter in college:

Most Popular Types of Exams In College

1. Traditional Written Exams:

These are the most common type of exams, where you answer questions using written responses. They can include multiple-choice questions, short-answer questions, essay questions, and more.

2. Multiple-Choice Exams:

These exams present you with a question and a list of possible answers. You choose the correct answer from the provided options.

3. Short Answer Exams:

In these exams, you’re required to provide brief, concise responses to questions. They might involve definitions, explanations, or simple calculations.

4. Essay Exams:

Essay exams require you to write longer, structured responses to questions. You need to demonstrate a deep understanding of the material and provide well-reasoned arguments.

5. Open-Book Exams:

These exams allow you to use your textbooks or other reference materials during the test. However, they often require a higher level of critical thinking since you’re expected to apply concepts rather than simply look up answers.

6. Take-Home Exams:

These exams are usually longer and more comprehensive than in-class exams. You’re given a specific amount of time to complete them outside of class.

7. Oral Exams:

In some courses, you might have oral exams where you discuss and explain your understanding of the material with the instructor.

READ:  Exam Fear: Why You’re Scared And The Best Ways To Overcome It

8. Practical Exams:

Practical exams are common in fields like science, engineering, and performing arts. You might demonstrate your skills in a lab setting, through simulations, or by performing tasks.

9. Group Exams or Projects:

These assessments involve collaborating with classmates to solve problems or complete assignments. The exam might be a group project, presentation, or discussion.

10. Portfolios:

Instead of a traditional exam, some courses require you to compile a portfolio of work completed throughout the semester. This can include essays, projects, reflections, and more.

11. Online Exams:

With the rise of online learning, exams might be conducted remotely using online platforms. They can include various question formats and may be timed.

12. Practical Assessments:

In subjects like art, music, or physical education, you might have practical assessments where your skills are evaluated through performance or creative work.

13. Lab Practical Exams:

In science and engineering courses, lab practical exams assess your ability to apply theoretical knowledge to practical experiments.

14. Objective Structured Clinical Examinations (OSCEs):

Common in medical and healthcare fields, OSCEs evaluate clinical and communication skills through a series of stations.

15. Final Exams:

Often held at the end of the semester, these exams cover the entire course material and are comprehensive in nature.

Different professors and courses might emphasize certain types of exams more than others. It’s important to understand the exam format for each course and tailor your preparation strategies accordingly. Additionally, developing effective study techniques, time management skills, and critical thinking abilities will help you perform well on a variety of exam types.

READ:  16 Most Popular Types Of Exams In High School

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Writing Essays for Exams

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What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

Different Exam Types – Different Approaches

OK, let’s talk types of exams:

So if you can’t beat them, you might as well join them, at least for as long as it takes you to get out of there with the degree you deserve. Academia, like most things in life, follows a set course of systems and procedures in order to derive an end result. Just like a driving instructor wants you to drive in a certain way, universities and lecturers want you to learn in a certain way, and it just so happens this involves spitting out all you can recall about a given subject in 1 hour and thirty minutes. So much for personalised learning!

So, we at Examtime , want to take the fear factor out of exams for you. Exams should not be difficult if you have a revision plan , have practiced exam questions and have made an attempt on the reading list.

While we are not going to tell you today how to study, it is useful to understand that the exam type you are revising today may require your to learn differently than the exam type you are studying for tomorrow. The main types of exams that you will have to complete are:

• Essay exams
• Multiple choice exams
• Open-book and take-home exams
• Problem or case-based exams

The various different methods of examination need somewhat contrasting revision methods . There are many online resources for third level students that exist now, that can really help with online study and exam revision. We have previously mentioned on Examtime using Mind Maps to help with exam revision, but there are literally hundreds of other methods out there that you can try.

So there are lots of options open to you but let’s now look now more specifically at how you can revise for the different types of exams we have listed above.

Essay Exam Tips

This type of exam is old school; your great granddad most likely had to do these exams, so they have been around for a while. The first thing to mention to anyone about to sit an exam like this in university is that you should have some idea of the structure and the content of the essay before you begin to write it.

You should also stop writing when you run out of things to say, and not just write to fill up another page. Trust us, an examiner will not happy if they have to read through pages of gobbledygook at the end of your essay. A shorter, more succinct, answer won’t lose you marks. It may in fact gain you ones!

Multiple Choice Exam Tips

Another common type of exam that you may have to complete comprises of multiple choice questions or MCQ’s as they are known. These exams really test your ability to recall and connect the correct information to the question. As you usually have to pick the correct answer from a series of statements it simulates a more real life situation where you would have a number of choices and need to choose the correct one.

The best advice for studying for these types of exams is to attend every lecture, and over the course of a year you automatically will begin to connect in your own mind the best answer to the MCQ’s you take in the summer. Also online tools such as study flash cards can help you create content that is easy to access.

Open Book and Take Home Exam Tips

Open book and take home exams are slightly more unusual as they don’t require you to revise in the same way as a more traditional exam. However, because you have access to your notes and to your text books the examiners are obviously going to expect much more detail and content than they would in a closed book exam. A good idea before you start an exam like this would be to have all your relevant notes and texts organised, all in one place before you begin the exam. As there is no point in having an open book exam if you can’t find the right book on the day of the exam!

Problem or Case Based Exam Tips

Problem or cased based exams are really designed to test your analytical skills, and how well you can evaluate, respond and deal with certain problem or situation. These types of exams are supposed to be simulations of a possible real life situation. The exams test the way in which your brain works rather than how much information you know. After all you could be an expert on the theory of brain surgery, but you might have no idea how to practically carry it out it.

In some regards this type of exam is really testing how well you can think on your feet, and how skilled you are at applying your knowledge to a specific set of circumstances. If you just write down everything you know in a list, you will fail this type of exam, as that is not what examiners in this type of exam are looking for.

Oral Exam Tips

Now, all you language students out there will be very familiar with the oral exam. Most of us still get sweaty palms thinking about our GCSE French oral exam. However the reason second level students find oral exams so difficult is that they lack the confidence to show the examiner what they know. A bit of revision will help here as well.

To be honest with you, the best way to revise for a language oral exam is to spend three or four months in the country of the language you will be tested on. After all, your friends and family may want to help you, but their level of Japanese is not going to cut the mustard when it comes to exam time. If you can’t afford the time or the money to go to the country in question, bring the country to you. Most major cities have many thriving foreign communities, go and seek them out, make some friends, and pass those exams!

So that’s it. We can lead a horse to water but we can’t make it drink and all that! We hope this post has been informative so please let us know if you think it has. And as always, remember your first point of contact for any questions you have about your exams should be your university or school.

To give yourself that extra edge for Exam preparation, why not try ExamTime, our custom built software that will help you plan, manage, understand and learn. Sign up here to get started , it’s free!

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Key Study Skills

• Assignment Calculator
• Managing nervousness
• Group Work and Collaboration
• Allocating time and using the marking system
• Using the reading time effectively
• Answering multi-choice and short answer questions
• Answering essay and case study questions in exams
• Managing exam stress
• Academic Skills for Success

Answering essay questions in exams

Writing an essay in an exam is similar in many ways to writing an essay for an assignment: It needs to be clearly structured, and your ideas need to be linked and supported by evidence.

Essay questions in exams

• Read the question through carefully to make sure you are answering what has been asked.  Missing one part of a question can cost you a lot of marks.
• Make a quick plan of the points you want to include in your answer.
• Use essay structure: introduction, points, conclusion.  But if you run out of time, it can be a good idea to write notes.
• Get right to the point from the beginning.  Use the words from the question to write your first sentence. For example:

Question: What do you think is the most important intercultural communication issue in New Zealand? First sentence: At present in New Zealand the most important intercultural communication issue is...

• Remember to include one idea per paragraph, and to begin each paragraph with a clear topic sentence.
• Make sure your writing is legible.
• Grammar, punctuation and spelling are not as important as in an assignment but should still be of a good standard.

Answering case study questions

Exam questions that ask you to anlayse case studies (also called scenarios) are usually designed to test your ability to relate theories and concepts to real-world situations.

Preparing for case studies before the exam:

• Start by identifying the theories and concepts covered in your course.  Organise and review the information you have on these theories/concepts so you understand them.
• Practice reading case studies and identifying relevant information. It's probably useful to practice doing this with a time limit as you will have one in your exam.
• Practice relating concepts and theories to real-world situations: ask lecturers and check textbooks for practice examples. It is also worth checking past exams for your course to see if there are examples of case study questions.

During the exam

• Take time to plan: Have a clear idea of how much time you have to answer the question. Then plan to spend some time reading the exam question, the case study and planning your answer. Take time to make sure you have understood the case study and know what the exam question is asking you to do:
• Read the exam question(s)
• Then skim read the case study to get the general idea. Highlight or underline key points
• Reread the question to make sure you understand it and to focus your attention when you reread the case study.
• Reread the case study carefully. Make a note of any ideas that you think of.
• Answer the question linking relevant theories and concepts to specific information from the case study. Usually you will need to write your answers in clearly formed paragraphs which have a clear topic that is well-supported with evidence and examples.
• Instead of simply describing or restating information from the case itself, use specific details or examples to support the points you are trying to make. This is where you link theory to the facts from the case study.
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What makes effective test questions and answers for assessments?

What instructors and administrators need to know

Understanding the meaning and function of summative assessment helps clarify its role within education as a critical component of bridging teaching and learning. In this post, we take a closer look at summative assessment’s qualities with the end goal of ensuring that summative assessment supports learning and informs teaching.

Choosing a balance of assessment formats that enable feedback loops and learning insights is not a light task. Let's examine different forms of assessment to help teachers make thoughtful decisions when it comes to how we evaluate our students.

Dive into the differences between test validity and reliability and how they can affect student learning outcomes and a program's overall success.

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Thoughtful test questions and answers can help create an effective assessment, one that accurately measures student knowledge. When test questions are crafted with learning objectives in mind, they help foster study habits, influence knowledge retention, and prepare students for eventual summative assessments. Furthermore, when students feel an assessment is fair and relevant, they are less likely to engage in academic misconduct.

Assessment is the intersection at which instructors can provide feedback to guide students but also where instructors gain insights into student learning . In many cases, this feedback exchange can solidify student-teacher relationships and influence learning outcomes. With effective assessments, students can feel seen and supported. And instructors have the information they need to further learning. Thoughtful decisions about test questions and formats can make a difference in this data exchange.

There are many forms of test questions, each with their own strengths when it comes to upholding learning objectives. Some types of questions are efficient and measure breadth of student knowledge whereas other types of questions offer more opportunities to gain insights into higher order thinking.

Some of the most common question types and the roles of each in the realm of assessment are:

• Multiple-choice
• Extended matching sets
• Fill-in-the-blank
• Short answer
• Long answer / essay

To that end, this blog post will cover the above question types and then dive into methodology to bolster exam design.

What sets this question type apart?

Multiple-choice questions (MCQs) have the ability to test a wide swath of knowledge in a short amount of time; this characteristic, plus the fact that MCQs enable faster grading and uphold objective scoring , make them a very popular standardized exam format.

That said, there are many critics of MCQs, some going so far as to say “multiple-choice tests are not catalysts for learning” and that “they incite the bad habit of teaching to tests” (Ramirez, 2013). Multiple research articles, too, indicate multiple-choice questions may result in surface-level study habits . However, they can still be leveraged for effective assessment when utilized appropriately. Multiple-choice questions can be paired with other question types to provide a complementary assessment or they can themselves be designed to test deeper conceptual understanding.

There are examples of how this question type can be useful in testing reading comprehension and practical knowledge of learned principles. In response to criticism surrounding the inclusion of multiple-choice questions on the Uniform Bar Exam (UBE), The Jacob D. Fuchsberg Law Center at Touro College cites the “case file” format of a 1983 performance test in California , a multiple-choice exam paired with documents typical of a legal case file. Successful completion of this exam did not rely on rote memorization of rules. Rather, this exam used a series of multiple-choice questions to assess the application of relevant theories and practices to true-to-life scenarios presented in the mock case file.

Those considering the value of multiple-choice questions should also keep in mind any summative assessments that lie ahead for students, beyond the scope of a single course. In a recent webinar on the subject of multiple response type questions in nursing programs, Assistant Professor Cheryl Frutchey noted that many of her students at Oklahoma City University’s School of Nursing have been reporting that 70-75% of NCLEX questions are now the “select all that apply” format. In weighing the benefits of a particular question type in determining student success, field-related insights like these may help tip the scale.

A true/false question asks the exam-taker to judge a statement’s validity. Rather than calling upon powers of memorization, the exam-taker ideally demonstrates their command of verbal knowledge and a working knowledge of a given subject by converting abstract principles to a specific application .

That said, the nature of true/false questions makes it so that even when guessing, the test-taker has a fifty-percent chance of getting the correct answer.

The multiple-true-false question is an adaptation of the true-false question that incorporates (and improves upon) elements of the multiple-choice question type, requiring the test-taker to consider all answer options in relation to a given question stem. This hybrid question type differs from “select all that apply” in asking the test-taker to identify both correct and incorrect statements rather than just the “true” ones, shedding light on incorrect or incomplete understandings .

For both true/false and multiple-choice question types, opportunity for feedback is severely limited.

Particularly helpful for the usual format of clinical assessments in nursing exams, this item type provides a series of individual questions and a longer list of possible answers for the test-taker to choose from. By design, extended matching set questions prioritize an understanding of the question stems before a correct selection can be made, making it difficult to quickly eliminate incorrect answers from the list .

With an extended list of answers to accompany perhaps only a handful of question stems, this question type encourages the test-taker to process information within each question before parsing relevant answers from the provided list , emphasizing a deeper subject mastery than simple memorization can provide.

A known benefit of free response question types like fill-in-the-blank is the decreased possibility of guessing the correct answer. Since the exam-taker must provide an answer that fits contextually within the provided question stem, fill-in-the-blank questions are more likely to exercise language skills.

In a recent study composed of 134 final-year undergraduate dental students at the University of Peradeniya, 90% found fill-in-the-blank questions more challenging than the same question in multiple-choice format, and only 19% reported encountering fill-in-the-blank questions during their time in the program. By withholding answer choices that lead to quick answer recall, fill-in-the-blank questions can effectively gauge an exam-taker’s understanding. Though, as revealed above, the prevalence and/or feasibility of this item type may vary from program to program. And again, feedback is minimal with this type of question.

Short-answer questions are valuable for measuring a test-taker’s understanding of a subject beyond simple recall. Preparing for an assessment with this question type promotes study habits that reinforce comprehension over memorization , thus increasing the likelihood that the test-taker will retain this knowledge.

For example: After using ExamSoft to convert their assessment format from multiple-choice to short-answer questions, the Donald & Barbara Zucker School of Medicine at Hofstra/Northwell conducted a survey to measure student attitudes about the switch. Sixty-four percent of the 274 students surveyed thought that short-answer questions better equipped them for a clinical setting. By exercising abilities in critical thinking, reasoning, and communication, the free-response format of this question type allows the cultivation of skills necessary for the workplace.

Long answer or essay questions allow individual students to formulate their unique ideas and responses to demonstrate their understanding of a concept. This question is one that can most easily measure higher-order thinking and depth of knowledge, though at the same time, it may not cover a wide range of said knowledge.

Marking essay questions can be a time burden on instructors; additionally, long answers involve some measure of subjective scoring. They may also measure writing skills as well as subject-specific knowledge.

Beyond building assessments using all of these common question types, ExamSoft users can:

• Supplement individual questions with audio, video, or image attachments
• Create “hotspot” questions for exam-takers to select an area of an image as an answer
• Tag questions with categories, including learning objectives and accreditation criteria. Additionally, ExamSoft offers robust item analysis.
• Explore various question types offered by ExamSoft , such as bowtie, matrix, and drag-and-drop.

With Gradescope , instructors can:

• Accommodate a variety of question types with audio, video, or image attachments
• Utilize item analysis to measure exam design effectiveness, particularly for multiple-choice questions
• Grade question by question with answer groups and AI-assisted grading instead of student-by-student to promote more objective scoring
• Use Dynamic Rubrics to ensure students receive detailed insight into how points were awarded or deducted. Dynamic Rubrics also allow for flexibility to adjust grading criteria midstream to account for later accommodations for all students.

Examplify, ExamSoft’s test-taking application, offers several built-in exam tools for test-takers to use, including:

• Highlighter and notepad
• Programmable spreadsheet
• Scientific and graphing calculators

Gradescope accommodates a variety of assignment types and enables:

• Grading of paper-based exams, bubble sheets, and homework
• Programming assignments (graded automatically or manually)
• Creation of online assignments that students answer right on Gradescope

Assessment is a crucial part of education, no matter the subject or level. Assessments are tools to measure how much a student has learned, though with the right post-exam data, they can be so much more, including assessments themselves being a learning opportunity. But not all assessments are created equal ; a poorly written exam or exam item may skew results, giving instructors a false sense of student learning.

Effective exam items provide an accurate demonstration of what students know, and they also support fair and equitable testing. To get the most out of your assessments, it’s important to write well-constructed exam items with every student in mind and then test item efficacy.

There are two general categories of exam items: objective items and subjective items . Objective test items have a clear correct answer; item types can include multiple choice, true/false, short answer, and fill-in-the-blank items. Subjective items, on the other hand, may have a range of correct answers. Answers to subjective questions often involve persuasive/defensible arguments or present various options for in-depth discernment. Test items like these usually come in the form of long answers, essays, or performance-based evaluations.

According to the Eberly Center for Teaching Excellence and Educational Innovation at Carnegie Mellon University , “There is no single best type of exam question: the important thing is that the questions reflect your learning objectives.” It is the educator’s place to determine whether a subjective or objective test item will better align with their learning objectives.

If you want students to explain the symbolism in a literary text, subjective-based questions like short answers and essays are usually best. Objective test items are great if you want to make sure your students can recall facts or choose the best argument to support a thesis. If you want your students to match medical terms to their definitions? A matching task, which is an objective item, may be your best bet. No matter the subject, it is imperative to ensure the question types serve the intended learning objectives.

As you consider exam items, and whether you’re going to use objective or subjective items, it’s important to keep cognitive complexity in mind. Bloom’ s Taxonomy can help with planning not only curriculum but assessment . Bloom’s consists of six levels of cognitive understanding. From the lowest to highest order, these are:

As you move up the ladder from recall to creation, there is a gradual shift from objective to subjective exam items. If students are new to the concepts you’re teaching, it’s often best to focus on the initial three levels with objective items and set an appropriate knowledge foundation. As students progress through a course or program, you can start to assess the top three levels of cognition with subjective exam items to determine higher-order thinking or capability. While some courses may span testing student factual recall to synthesizing and creating their own ideas, many introductory classes may only pertain to parts of Bloom’s Taxonomy. More advanced courses, like graduate seminars, may target the higher order categories like analyze, evaluate, and create.

You might assess students’ grasp of the “remember” level with a multiple-choice question about the date of a significant period in history. Whereas testing students’ skills in “evaluation” may look like a persuasive essay prompting students to argue and support their stance on a topic with no one correct position such as interpretation of metaphors in written works.

As exam creators, we may sometimes write an item that is difficult for students to understand. After writing an item, ask yourself if the question or statement could be written more clearly. Are there double negatives? Have you used passive voice construction? Are you attempting to teach the concept in the question stem itself? Often, the more concise the item is, the better. If possible, do not use absolutes such as “never” and “always.” We’re writing questions, not riddles; it is best practice to test the students’ knowledge, not how well they read. The point is to focus on student knowledge acquisition and effectively convey the point of the question.

Avoid idioms and colloquialisms that may not be clear to international students. Questions containing regional references demonstrate bias. Also consider references that may exclude historically marginalized groups. For instance, an item that refers to a regional sport may not be as clear to these groups as a sport with international reach. Another example is the infamous critique of the SAT question referring to “regattas.” This term, which might be familiar to one certain socioeconomic group and completely unfamiliar to others, is simultaneously not a measure of aptitude.

Using psychometrics , specific and widely accepted statistical measures of exam data, you can test the reliability of your exam and items. One way to measure exam reliability through psychometrics is the item Difficulty Index, or p-value. Simply put, what percentage of exam-takers answered a specific question correctly?

If the p-value is low, the item may be too difficult. If the p-value is high, the item may be too easy. However, this data point alone is not a strong measure of reliability and should be used in context with other psychometric measures. If your difficult question has a high Discrimination Index and Point Biserial values, you can more confidently say that only the higher-order thinkers answered correctly, while the lower-performers did not. A high corresponding Point Biserial value also tells you that generally, students performing well on this item, albeit difficult, performed well on the overall exam. When psychometrics are used together, you are able to gain a solid holistic picture of item performance and whether your question was well written.

Psychometric analysis measures include:

• Difficulty (p-value)
• Discrimination Index
• Upper and Lower Difficulty Indexes
• Point Biserial Correlation Coefficient
• Kuder-Richardson Formula 20

The above strategies for writing and optimizing exam items is by no means exhaustive, but considering these as you create your exams will improve your questions immensely. By delivering assessments with a data-driven digital exam platform, instructors, exam creators, and programs can use the results of carefully created exams to improve learning outcomes, teaching strategies, retention rates, and more.

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22 Essay Question Words You Must Understand to Prepare a Well-Structured Essay

(Last updated: 3 June 2024)

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We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

Now, we may be experts in best essay writing , but we’re also the first to admit that tackling essay questions can be, well, a bit of a challenge. Essays first require copious amounts of background reading and research so you can include accurate facts in your writing. You then have to figure out how to present those facts in a convincing and systematic argument. No mean feat.

But the silver lining here is that presenting your argument doesn’t have to be stressful. This goes even if you’re a new student without much experience and ability. To write a coherent and well-structured essay , you just have to really understand the requirements of the question. And to understand the requirements of the question, you need to have a good hold on all the different question words. For example, 'justify', 'examine', and 'discuss', to name a few.

Lacking this understanding is a pitfall many students tumble into. But our guide on essay question words below should keep you firmly above on safe, essay-acing ground.

Definition of Question Words with Examples

No matter their nature, question words are key and must always be adhered to. And yet, many students often overlook them and therefore answer their essay questions incorrectly. You may be a font of all knowledge in your subject area, but if you misinterpret the question words in your essay title, your essay writing could be completely irrelevant and score poorly.

For example, if you are asked to compare the French and British upper houses of parliament, you won’t get many points by simply highlighting the differences between the two parliamentary systems.

So, what should you do? We advise you start by reading this guide – we’ve divided the question words either by ‘critical’ or ‘descriptive’ depending on their nature, which should help you identify the type of response your essay requires.

Question Words that Require a Critical Approach

Once you have done this, it’s also important that you critically (more on this word later) examine each part. You need to use important debates and evidence to look in depth at the arguments for and against, as well as how the parts interconnect. What does the evidence suggest? Use it to adopt a stance in your essay, ensuring you don’t simply give a narration on the key debates in the literature. Make your position known and tie this to the literature.

2. Evaluate

It is essential to provide information on both sides of the debate using evidence from a wide range of academic sources. Then you must state your position basing your arguments on the evidence that informed you in arriving at your position.

Also, you may want to consider arguments that are contrary to your position before stating a conclusion to your arguments. This will help present a balanced argument and demonstrate wide knowledge of the literature. Here, a critical approach becomes crucial. You need to explain why other possible arguments are unsatisfactory as well as why your own particular argument is preferable.

4. Critically evaluate

The key to tackling these question words is providing ample evidence to support your claims. Ensure that your analysis is balanced by shedding light on, and presenting a critique of, alternative perspectives. It is also important that you present extensive evidence taken from a varying range of sources.

State your conclusion clearly and state the reasons for this conclusion, drawing on factors and evidence that informed your perspective. Also try to justify your position in order to present a convincing argument to the reader.

Put another way, ‘review’ questions entail offering your opinion on the validity of the essay question. For example, you may be asked to review the literature on electoral reform in Great Britain. You'll need to give an overview of the literature. and any major arguments or issues that arose from it. You then need to comment logically and analytically on this material. What do you agree or disagree with? What have other scholars said about the subject? Are there any views that contrast with yours? What evidence are you using to support your assessment? Don’t forget to state your position clearly.

Review answers should not be purely descriptive; they must demonstrate a high level of analytical skill. The aim is not simply to regurgitate the works of other scholars, but rather to critically analyse these works.

However, when assessing a particular argument or topic, it is important that your thoughts on its significance are made clear. This must be supported by evidence, and secondary sources in the literature are a great start. Essentially, you need to convince the reader about the strength of your argument, using research to back up your assessment of the topic is essential. Highlight any limitations to your argument and remember to mention any counterarguments to your position.

Give a detailed examination of the topic by including knowledge of the various perspectives put forward by other scholars in relation to it. What are your thoughts on the subject based on the general debates in the literature? Remember to clearly state your position based on all the evidence you present.

You should also try to provide some context on why the issues and facts that you have closely examined are important. Have these issues and facts been examined differently by other scholars? If so, make a note of this. How did they differ in their approach and what are the factors that account for these alternative approaches?

‘Examine’ questions are less exploratory and discursive than some other types of question. They focus instead on asking you to critically examine particular pieces of evidence or facts to inform your analysis.

9. To what extent

Such questions require that you display the extent of your knowledge on a given subject and that you also adopt an analytical style in stating your position. This means that you must consider both sides of the argument, by present contrasting pieces of evidence. But ultimately, you must show why a particular set of evidence, or piece of information, is more valid for supporting your answer.

Question Words that Require a Descriptive Response

It is important that you provide more than one meaning if there are several of them as it shows that you are very familiar with the literature.

2. Demonstrate

Make sure you assert your position with these types of questions. It's even more important that you support your arguments with valid evidence in order to establish a strong case.

3. Describe

‘Describe’ question words focus less on the basic meaning of something, therefore, and more on its particular characteristics. These characteristics should form the building blocks of your answer.

4. Elaborate

In addition, always remember to back any claims with academic research. In explanatory answers it is important that you demonstrate a clear understanding of a research topic or argument. This comes across most convincingly if you present a clear interpretation of the subject or argument to the reader. Keep in mind any ‘what’, ‘how’ and ‘why’ questions as this will help you to structure a clear and logically coherent response. Coherence is extremely important in providing explanatory answers.

A somewhat detached, dispassionate tone can be particularly effective, in contrast to the more assertive, argumentative tone you might adopt for other types of essay question. Just remember that the key objective here is to give a nuanced account of a research topic or argument by examining its composite parts.

7. Identify

8. illustrate, 10. summarise, 11. clarify.

Such questions require you to shed light on a topic or, in some instances, break down a complex subject into simple parts. Coherence is very important for acing such questions, remembering to present your answer in a systematic manner.

12. Compare

Furthermore, you may also want to emphasise any differences, although the focus of your essay should be on establishing similarities.

13. Contrast

How to Strategically Structure Essay Based on Question Words

Understanding how to structure an essay based on question words is crucial for producing clear, focused, and compelling academic writing. The question words we analised above guide the direction of your response and dictate the type of content required. Recognising the demands of each question word allows you to strategically organise your essay, ensuring that your arguments are relevant and comprehensive. By mastering this approach, you can enhance the clarity and impact of your writing, making your academic work more persuasive and effective.

Here are a few more handy tips to bear in mind when addressing your essay questions:

When you first get your essay question, always try to understand exactly what the question means and what it is asking you to do. Look at the question word(s) and think about their meaning before you launch into planning what to write. Hopefully, our guide has shown you how to do this expertly.

Remember to read the question several times and consider any underlying assumptions behind the question. Highlight the key words and if possible, make a very basic draft outline of your response. This outline does not have to be detailed. But if you follow it as you write, it will help keep your response coherent and systematic.

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Essay Syllabus

In this article, we will discuss the UPSC essay syllabus and its importance in the preparation for the prestigious Civil Services Examination. The essay paper is a vital component of the UPSC mains exam, and it evaluates a candidate’s ability to express their thoughts in a concise and coherent manner. We will explore the structure and format of the essay paper, the types of topics that usually appear, and the approach that candidates should adopt while attempting the essay. By the end of this article, you will have a clear understanding of the IAS essay syllabus and how to prepare for it effectively.

Importance of Essay Paper

Aspiring candidates preparing for the UPSC IAS examination must pay close attention to the Essay Paper section. It holds significant weightage and plays a vital role in determining the candidate’s overall rank. You must dedicate time and effort to develop this skill, as the Essay Paper is a reflection of your critical analytical and comprehensive aptitude. This paper evaluates your presentation skills, creativity, and thought process. Moreover, it tests your ability to articulate your thoughts coherently and succinctly. So, start working on your writing skills from today to make the most of this crucial paper.

Syllabus Overview

The syllabus for the essay paper is not specifically defined . Aspiring civil servants preparing for the highly competitive UPSC IAS exam must focus their attention on the essay paper. This is where candidates can showcase their writing skills and analytical abilities.

The essay paper is divided into two sections, each consisting of four topics. Candidates are required to write two essays in a span of three hours. The essays carry a total of 250 marks and are a crucial part of the selection process. It covers a wide range of topics from socioeconomic issues, to political and philosophical musings.

However, it is important to note that candidates are not expected to be experts in any particular subject. Rather, the essay paper tests their ability to articulate their thoughts and opinions. It is crucial that candidates start preparing for the essay paper well in advance, paying careful attention to the type of essays and common mistakes to avoid.

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Types of Essays

When it comes to the UPSC Essay Syllabus , it’s crucial to understand the types of essays you’ll be asked to write. As such, you must know the different types of essays that are tested in the examination, such as Informative essays, Descriptive essays, Narrative essays, and Persuasive essays. Each type has its unique writing style, skill set, and format to adhere to.

Thus, mastering each essay type is important to score high marks in the exam. While an informative essay highlights the positive and negative points of the given topic, a descriptive essay must focus on describing the topic. The narrative essay must follow a story-style narration while the Persuasive essay must be written in a way to convince the reader about the given topic.

Therefore, a deep understanding of the types of essays is necessary to excel in the UPSC IAS Exam.

Topics for Essay Writing

The UPSC Essay paper is an important part of the Civil Services Examination. As a part of the UPSC essay syllabus , candidates need to write two essays for the examination. The essays are supposed to be on topics of national and international importance, relevant social, economic, and political issues, cultural, historical and geographical significance, and contemporary issues of interest.

The topics for essay writing can range from the economy, politics, education, health, women empowerment, environmental issues, human rights, current affairs, science, technology, and more. It is advisable to read newspapers and books to keep oneself updated with the latest developments and possible essay topics. Additionally, candidates can also refer to previous years’ question papers to understand the nature of the questions and topics that are frequently asked.

Candidates should choose a topic that they are familiar with and express their thoughts and opinions in a coherent and structured way. The essay should be well-researched, free from grammatical errors, and should have a clear introduction, body, and conclusion. By choosing the right topic and writing an impressive essay, candidates can score well on the UPSC IAS Essay paper .

Essay Writing Tips

Here are some tips for candidates to excel in the essay writing section:

• Understand the topic: It’s important to read and comprehend the essay topic thoroughly. Ensure that you understand the question’s intent, the tone of the essay, and the arguments that you need to present.
• Prepare an outline: Creating an outline before writing helps the writer organise their thoughts and arguments logically. It ensures that the essay is structured and coherent.
• Write in a simple and lucid language: UPSC exams are not meant to test your vocabulary. Therefore, try to write in simple and clear language.
• Stick to the word limit: The UPSC sets a word limit for each essay question. Exceeding the limit can result in a deduction of marks. Therefore, it is crucial to practice writing essays within the stipulated word limit.
• Provide examples and facts: To support your arguments, use real-life examples and factual data to reinforce your views.

By following these tips and practising regularly, aspiring candidates can improve their essay-writing skills, making it easier to crack the UPSC exam successfully.

How to Prepare for an Essay Paper

The essay paper is an integral part of the UPSC IAS exam, and it requires a different level of preparation compared to other papers. In order to ace the essay paper, it is important to have a clear strategy and methodical approach.

First and foremost, it is essential to understand the types of essays that might appear in the exam. This will help in creating a plan for essay writing and practicing accordingly.

Another important aspect is staying updated on current affairs and trending topics. Keeping oneself informed about world events and happenings helps in generating ideas and content for the essay.

It is also crucial to focus on improving language skills and creative thinking. Reading widely, practicing writing every day, and taking mock essay tests can help in enhancing these skills.

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When it comes to time management, it is recommended to allocate a fixed amount of time for brainstorming, outlining, and writing the essay. This helps in maintaining a structured and organized approach.

Lastly, it is crucial to avoid common mistakes like using too many quotes, memorizing essays, or not staying relevant to the topic. These mistakes can be easily avoided by focusing on the guidelines and practicing regularly.

Overall, preparing for the essay paper requires focus, dedication, and a structured approach. By following these tips, one can improve their chances of acing the essay paper and moving closer to their dream of becoming an IAS officer.

Common Mistakes to Avoid in Essay Writing

UPSC essay writing is an important component of the civil services examination. However, many students make some common mistakes while writing their essays that can prove detrimental to their scores. Here are a few errors to avoid when writing your UPSC essays :

• Lack of clarity: One of the most common mistakes that students make is writing unclear or ambiguous essays. Ensure that the language and ideas that you use are clear and concise.
• Overuse of quotes: Many students use too many quotations in their essays, which makes them sound less original. Try to use quotes sparingly, and only when they add significant value to your essay.
• Poor structure: A well-structured essay requires an introduction, several paragraphs supporting your arguments, and a conclusion. Ensure that your essay has a clear and logical structure.
• Lack of relevance: Many students write essays that are not directly relevant to the question asked, which can result in a reduced score. Make sure you understand the question and write an essay that is directly relevant to it.
• Poor time management: UPSC essay writing requires a student to demonstrate their ability to write coherently and without errors within a given period. Students must manage their time effectively, allowing ample time for each paragraph, revision, and proofreading.
• Lack of examples: Candidates should use examples from real life, which strengthens their arguments and provides more depth to their essays.

Avoid these common mistakes during your UPSC essay writing , and you are one step closer to achieving a high score that will make you proud.

Frequently Asked Questions (FAQs):-

Q1. Which type of essay comes in the IAS exam?

Ans: The four types of essays that come in the IAS exam are Informative essays, Descriptive essays, Narrative essays, and Persuasive essays.

Q2. How to write a UPSC-level essay?

Ans: Tips to write UPSC Essay are given in the article above.

Q3. What is a good score for a UPSC essay?

Ans: An average score falls within the range of 110-125. However, exceptional essays can receive marks as high as 150-160.

Q4. How long is the UPSC essay paper?

Ans: The candidate is to write two essays in a span of 3 hours with a word limit of 1000-1200 words per essay. There are two sections which contain 4 topics each and out of which the candidate has to pick a single topic from each section to write an essay on.

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As a Teenager in Europe, I Went to Nudist Beaches All the Time. 30 Years Later, Would the Experience Be the Same?

In July 2017, I wrote an article about toplessness for Vogue Italia. The director, actor, and political activist Lina Esco had emerged from the world of show business to question public nudity laws in the United States with 2014’s Free the Nipple . Her film took on a life of its own and, thanks to the endorsement from the likes of Miley Cyrus, Cara Delevingne, and Willow Smith, eventually developed into a whole political movement, particularly on social media where the hashtag #FreeTheNipple spread at lightning speed. The same year as that piece, actor Alyssa Milano tweeted “me too” and encouraged others who had been sexually assaulted to do the same, building on the movement activist Tarana Burke had created more than a decade earlier. The rest is history.

In that Vogue article, I chatted with designer Alessandro Michele about a shared memory of our favorite topless beaches of our youth. Anywhere in Italy where water appeared—be it the hard-partying Riviera Romagnola, the traditionally chic Amalfi coast and Sorrento peninsula, the vertiginous cliffs and inlets of Italy’s continuation of the French Côte d’Azur or the towering volcanic rocks of Sicily’s mythological Riviera dei Ciclopi—one was bound to find bodies of all shapes and forms, naturally topless.

In the ’90s, growing up in Italy, naked breasts were everywhere and nobody thought anything about it. “When we look at our childhood photos we recognize those imperfect breasts and those bodies, each with their own story. I think of the ‘un-beauty’ of that time and feel it is actually the ultimate beauty,” Michele told me.

Indeed, I felt the same way. My relationship with toplessness was part of a very democratic cultural status quo. If every woman on the beaches of the Mediterranean—from the sexy girls tanning on the shoreline to the grandmothers eating spaghetti al pomodoro out of Tupperware containers under sun umbrellas—bore equally naked body parts, then somehow we were all on the same team. No hierarchies were established. In general, there was very little naked breast censorship. Free nipples appeared on magazine covers at newsstands, whether tabloids or art and fashion magazines. Breasts were so naturally part of the national conversation and aesthetic that Ilona Staller (also known as Cicciolina) and Moana Pozzi, two porn stars, cofounded a political party called the Love Party. I have a clear memory of my neighbor hanging their party’s banner out his window, featuring a topless Cicciolina winking.

A lot has changed since those days, but also since that initial 2017 piece. There’s been a feminist revolution, a transformation of women’s fashion and gender politics, the absurd overturning of Harvey Weinstein’s 2020 rape conviction in New York, the intensely disturbing overturning of Roe v Wade and the current political battle over reproductive rights radiating from America and far beyond. One way or another, the female body is very much the site of political battles as much as it is of style and fashion tastes. And maybe for this reason naked breasts seem to populate runways and street style a lot more than they do beaches—it’s likely that being naked at a dinner party leaves more of a permanent mark than being naked on a glamorous shore. Naked “dressing” seems to be much more popular than naked “being.” It’s no coincidence that this year Saint Laurent, Chloé, Ferragamo, Tom Ford, Gucci, Ludovic de Saint Sernin, and Valentino all paid homage to sheer dressing in their collections, with lacy dresses, see-through tops, sheer silk hosiery fabric, and close-fitting silk dresses. The majority of Anthony Vaccarello’s fall 2024 collection was mostly transparent. And even off the runway, guests at the Saint Laurent show matched the mood. Olivia Wilde appeared in a stunning see-through dark bodysuit, Georgia May Jagger wore a sheer black halter top, Ebony Riley wore a breathtaking V-neck, and Elsa Hosk went for translucent polka dots.

In some strange way, it feels as if the trends of the ’90s have swapped seats with those of today. When, in 1993, a 19-year-old Kate Moss wore her (now iconic) transparent, bronze-hued Liza Bruce lamé slip dress to Elite Model Agency’s Look of the Year Awards in London, I remember seeing her picture everywhere and feeling in awe of her daring and grace. I loved her simple sexy style, with her otherworldly smile, the hair tied back in a bun. That very slip has remained in the collective unconscious for decades, populating thousands of internet pages, but in remembering that night Moss admitted that the nude look was totally unintentional: “I had no idea why everyone was so excited—in the darkness of Corinne [Day’s] Soho flat, the dress was not see-through!” That’s to say that nude dressing was usually mostly casual and not intellectualized in the context of a larger movement.

But today nudity feels loaded in different ways. In April, actor and author Julia Fox appeared in Los Angeles in a flesh-colored bra that featured hairy hyper-realist prints of breasts and nipples, and matching panties with a print of a sewn-up vagina and the words “closed” on it, as a form of feminist performance art. Breasts , an exhibition curated by Carolina Pasti, recently opened as part of the 60th Venice Biennale at Palazzo Franchetti and showcases works that span from painting and sculpture to photography and film, reflecting on themes of motherhood, empowerment, sexuality, body image, and illness. The show features work by Cindy Sherman, Robert Mapplethorpe, Louise Bourgeois, and an incredible painting by Bernardino Del Signoraccio of Madonna dell’Umiltà, circa 1460-1540. “It was fundamental for me to include a Madonna Lactans from a historical perspective. In this intimate representation, the Virgin reveals one breast while nurturing the child, the organic gesture emphasizing the profound bond between mother and child,” Pasti said when we spoke.

Through her portrayal of breasts, she delves into the delicate balance of strength and vulnerability within the female form. I spoke to Pasti about my recent musings on naked breasts, which she shared in a deep way. I asked her whether she too noticed a disparity between nudity on beaches as opposed to the one on streets and runways, and she agreed. Her main concern today is around censorship. To Pasti, social media is still far too rigid around breast exposure and she plans to discuss this issue through a podcast that she will be launching in September, together with other topics such as motherhood, breastfeeding, sexuality, and breast cancer awareness.

With summer at the door, it was my turn to see just how much of the new reread on transparency would apply to beach life. In the last few years, I noticed those beaches Michele and I reminisced about have grown more conservative and, despite being the daughter of unrepentant nudists and having a long track record of militant topless bathing, I myself have felt a bit more shy lately. Perhaps a woman in her 40s with two children is simply less prone to taking her top off, but my memories of youth are populated by visions of bare-chested mothers surveilling the coasts and shouting after their kids in the water. So when did we stop? And why? When did Michele’s era of “un-beauty” end?

In order to get back in touch with my own naked breasts I decided to revisit the nudist beaches of my youth to see what had changed. On a warm day in May, I researched some local topless beaches around Rome and asked a friend to come with me. Two moms, plus our four children, two girls and two boys of the same ages. “Let’s make an experiment of this and see what happens,” I proposed.

The kids all yawned, but my friend was up for it. These days to go topless, especially on urban beaches, you must visit properties that have an unspoken nudist tradition. One of these in Rome is the natural reserve beach at Capocotta, south of Ostia, but I felt a bit unsure revisiting those sands. In my memory, the Roman nudist beaches often equated to encounters with promiscuous strangers behind the dunes. I didn’t want to expose the kids, so, being that I am now a wise adult, I went ahead and picked a compromise. I found a nude-friendly beach on the banks of the Farfa River, in the rolling Sabina hills.

We piled into my friend’s car and drove out. The kids were all whining about the experiment. “We don’t want to see naked mums!” they complained. “Can’t you just lie and say you went to a nudist beach?”

We parked the car and walked across the medieval fairy-tale woods until we reached the path that ran along the river. All around us were huge trees and gigantic leaves. It had rained a lot recently and the vegetation had grown incredibly. We walked past the remains of a Roman road. The colors all around were bright green, the sky almost fluorescent blue. The kids got sidetracked by the presence of frogs. According to the indications, the beach was about a mile up the river. Halfway down the path, we bumped into a couple of young guys in fanny packs. I scanned them for signs of quintessential nudist attitude, but realized I actually had no idea what that was. I asked if we were headed in the right direction to go to “the beach”. They nodded and gave us a sly smile, which I immediately interpreted as a judgment about us as mothers, and more generally about our age, but I was ready to vindicate bare breasts against ageism.

We reached a small pebbled beach, secluded and bordered by a huge trunk that separated it from the path. A group of girls was there, sharing headphones and listening to music. To my dismay they were all wearing the tops and bottoms of their bikinis. One of them was in a full-piece bathing suit and shorts. “See, they are all wearing bathing suits. Please don’t be the weird mums who don’t.”

At this point, it was a matter of principle. My friend and I decided to take our bathing suits off completely, if only for a moment, and jumped into the river. The boys stayed on the beach with full clothes and shoes on, horrified. The girls went in behind us with their bathing suits. “Are you happy now? my son asked. “Did you prove your point?”

I didn’t really know what my point actually was. I think a part of me wanted to feel entitled to those long-gone decades of naturalism. Whether this was an instinct, or as Pasti said, “an act that was simply tied to the individual freedom of each woman”, it was hard to tell. At this point in history, the two things didn’t seem to cancel each other out—in fact, the opposite. Taking off a bathing suit, at least for my generation who never had to fight for it, had unexpectedly turned into a radical move and maybe I wanted to be part of the new discourse. Also, the chances of me going out in a fully sheer top were slim these days, but on the beach it was different. I would always fight for an authentic topless experience.

After our picnic on the river, we left determined to make our way—and without children—to the beaches of Capocotta. In truth, no part of me actually felt very subversive doing something I had been doing my whole life, but it still felt good. Once a free breast, always a free breast.

This article was originally published on British Vogue .

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