UCF - Student Academic Resource Center - Inventory of College Level Study Skills

Spring 2010

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Inventory of College Level Study Skills

By Dennis H. Congos, MSEd.

INSTRUCTIONS! PLEASE READ THIS BEFORE PROCEEDING!

Please fill in the spaces for First Name, Last Name, and select your Advisor from the drop-down menu. After answering all of the questions, you will need to hit the Calculate button to receive your scores.

If you are completing this Study Skills inventory as a requirement of the Mastering College Level Coursework Seminar, please select "MCLCW Seminar" for your choice of Advisor, complete the inventory, have your results calculated, and bring a printout of your results to the seminar!

First Name:
Last Name:
E-mail address:
Advisor

To gain a better understanding of yourself as a learner, it is helpful to identify the study skills you now employ. When compared to learners who get A's, you can see where your study skills need refinement or are maximized just the way they are. The following diagnostic test is a short and quick device for assessing your study skills.

This is not a timed test. You surely may ask for assistance when and where you feel you need it. Answer each question as honestly as you can. There are 51 questions.

Directions:

Read each statement. Think carefully about each statement and respond as truthfully as you can.
Click on the radio button under the column that best describes your study skill.

Text Book Reading

		Almost Always	More than half of the time	About half of the time	Less than half of the time	Almost never
1.	I formulate questions from a chapter before, during, or after reading.
2.	Before reading an assignment, I survey headings, bold print, italics, questions, summaries, etc.
3.	I try to get the meaning of new terms as I encounter them the first time.
4.	I formulate answers to questions I have made as I read an assignment.
5.	I look for main ideas as I read.
6.	I am able to readily identify clarifying details under each main idea.
7.	I read a textbook chapter more than once.
8.	I use a textbook study system such as SQ3R, OK5R, etc.

Notetaking

		Almost Always	More than half of the time	About half of the time	Less than half of the time	Almost never
9.	I take notes as I read textbook assignments.
10.	I take notes in lectures.
11.	After taking notes, I review them before going on to something else.
12.	I rewrite lecture notes.
13.	I compare notes with one or more other students to check completeness and accuracy.

Memory

		Almost Always	More than half of the time	About half of the time	Less than half of the time	Almost never
14.	I review notes more than once or twice for exams and quizzes.
15.	I use mnemonics.
16.	I use visuals in my notes such as sketches, mind maps, diagrams, charts, etc..
17.	I quiz myself over material that could appear on future exams and quizzes.
18.	I organize details to main ideas into numbered or lettered lists.
19.	I convert text and lecture material into my own words.
20.	I think about material that could be on exams and quizzes when I am not studying.
21.	I try to understand material in my notes as opposed to memorizing.
22.	I try to organize main ideas and details into some logical or meaningful order.

Test Preparation

		Almost Always	More than half of the time	About half of the time	Less than half of the time	Almost never
23.	I study with a classmate or group.
24.	When I don't understand something, I get help from classmates, tutors, instructors, SI leaders, etc.
25.	I do all homework assignments.
26.	I turn in all homework assignments on time.
27.	I can easily identify what I have learned and what I have not yet learned before I take a test.
28.	I review notes for a class before I go to that class.
29.	I read assigned material before I go to class.
30.	I begin studying for an exam from the first week material is assigned or covered in lecture.
31.	I review lecture notes soon after class.
32.	I keep up to date on assignments and homework.
33.	I eat well-balanced meals daily.
34.	I exercise daily.
35.	I have taken learning skills classes or learning skills workshops when I know about them.

Concentration

		Almost Always	More than half of the time	About half of the time	Less than half of the time	Almost never
36.	I study where it is quiet when trying to learn and remember something.
37.	I study for a length of time then take a short break before returning to studying.
38.	I study in the same place.
39.	I avoid cramming.
40.	I have all my study equipment handy to my study place (pens, paper, calculator, etc.)
41.	When I sit down to study, I tell myself that I intend to study.
42.	I break larger tasks into smaller segments in order to complete a large assignment.
43.	When the subject matter in not naturally interesting, I find ways to learn it anyway.
44.	It is difficult to pay attention in class.
45.	I avoid studying in the evenings as much as possible.

Time Management

		Almost Always	More than half of the time	About half of the time	Less than half of the time	Almost never
46.	I use a calendar book for recording daily and weekly upcoming academic and personal activities.
47.	I use lists such as daily "to do" lists, assignment lists, etc. to organize academic and personal activities.
48.	I set up a master schedule of fixed monthly activities such as classes, work, club meetings, etc.
49.	I write out short-term and long-term academic goals.
50.	I start papers and projects way before they are due.
51.	I study at least 2 hours for every hour I am in class.

Your Results Follow:

Textbooks	Notetaking	Memory

Less than a score of 30 suggests changes in textbook reading skills are likely to increase your grades	Less than a score of 20 suggests changes in notetaking skills are likely to increase your grades	Less than a score of 30 suggests changes in memory skills are likely to increase your grades
Test Prep	Concentration	Time Management

Less than a score of 40 suggests changes in test preparation skills are likely to increase your grades	Less than a score of 35 suggests changes in concentration skills are likely to increase your grades	Less than a score of 20 suggests changes in time management skills are likely to increase your grades

List the study skills where you are likely to increase your grades if you made changes. Talk over your results with a learning skills specialist or a learning skills instructor.

Student Academic Resource Center
Student Development and Enrollment Services
Last Updated: February 04, 2010 by Annie Prince
E-mail: aprince@mail.ucf.edu