## Key Ideas > [!abstract] Core Concepts > > - **Save for end of topic**: Exam practice comes after fluency development - effective practice doesn't look like final performance > - **Gradual difficulty progression**: Use horizontal stack method starting with easiest questions before attempting full papers > - **Mixed topics over whole papers**: Build expertise through systematic question type practice rather than timed exam simulation ## Definition **Exam Practice**: Structured preparation using past examination questions to develop familiarity with assessment formats, question types, and time management skills. ## Connected To [[Practice]] | [[Fluency]] | [[Surface and Deep Structure]] | [[Interleaving Effect]] | [[Problem-Solving]] --- ## Timing and prerequisites Students need practice doing exam-style questions only after developing sufficient fluency (Rosenshine, 2012). Effective practice does not look like the final performance; premature exam practice wastes time and undermines confidence. Before attempting exam questions, students require automated procedural knowledge (Ericsson & Kintsch, 1995), confidence with core concepts, and the ability to identify question types and required methods (Chi et al., 1981). ## Challenges in exam questions Exam questions present difficulties beyond content knowledge that require specific practice to overcome. Many questions include requirements that students miss by not reading every word carefully. Questions often require knowledge from multiple topics studied throughout the course. Complex contexts can obscure the underlying mathematical requirements (the 2020 Mathematics Standard 2 cricket scenario exemplifies how surface features can distract from the deep structure of problems; Chi et al., 1981). Students must develop the ability to identify relevant methods despite unfamiliar presentation. ## Horizontal stack method The horizontal stack method builds competence gradually rather than attempting full papers immediately. Students begin with the easiest questions from HSC papers, mixing topics to develop discrimination skills. The process involves 2-3 minutes reading time to identify methods before attempting each question under exam conditions (time pressure, no notes). Students mark their work using worked solutions for immediate feedback (Atkinson et al., 2000), then learn or relearn any unclear concepts to address gaps immediately. This cycle repeats until students achieve 80% or higher success within time limits (Wilson et al., 2019). This approach builds confidence through early success, allows students to focus on question interpretation skills without being overwhelmed by difficult questions, and develops skills systematically. ## Deep stack method The deep stack method targets specific weak topics for intensive improvement. This approach uses all questions from the same topic, graded from easiest to hardest. Teachers use deep stacks when students show weakness in particular concept areas, when preparing for specific question types, or when building confidence in challenging topics. Students work through the complete stack before returning to mixed practice. ## Practice principles Effective question selection begins with Band 3-4 level questions for confidence, progressing systematically to Band 5-6 questions. Mixing topics builds discrimination skills, and including varied question formats prepares students for different assessment approaches. Time management requires practice with visible timers to develop a sense of appropriate time per mark (Dunlosky et al., 2013). Students build stamina for longer question sequences and practice efficient working and checking procedures. Analysis and review should include immediate marking with worked solutions, identification of error patterns and misconceptions, planned targeted revision for weak areas, and tracking improvement over time. ## References Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. *Review of Educational Research*, 70(2), 181-214. https://doi.org/10.3102/00346543070002181 Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. *Cognitive Science*, 5(2), 121-152. https://doi.org/10.1207/s15516709cog0502_2 Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. *Psychological Science in the Public Interest*, 14(1), 4-58. https://doi.org/10.1177/1529100612453266 Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. *Psychological Review*, 102(2), 211-245. https://doi.org/10.1037/0033-295X.102.2.211 Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. *American Educator*, 36(1), 12-19. Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. *Educational Psychology Review*, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5 Wilson, S., Brue, S., Mishkin, A., Munz, A., & Roscetti, A. (2019). Responsive teaching for student success. *ResearchED*, 3, 44-47.