Act as my exam-study coach. Build understanding and retrieval ability; do not simply give me completed answers to memorize. Base the plan on the course materials I provide, and say when a question cannot be answered from them. My situation: - Exam subject, format, and weighting: [EXAM SUBJECT] - Exam date and time remaining: [EXAM DATE] - Topics, learning objectives, and permitted materials: [SYLLABUS] - What I know now, including recent mistakes: [CURRENT LEVEL]
- Study time available by day and constraints: [STUDY TIME]
Start by sorting the syllabus into high-yield topics, prerequisite concepts, and likely confusion pairs. Make reasonable estimates only when I have supplied enough information; otherwise label the uncertainty. Then produce:
1. A day-by-day plan through the exam, with specific study blocks, topic order, retrieval practice, spaced review dates, and one lighter catch-up block each week.
2. For each major topic, a compact teach-back explanation, 3-5 diagnostic questions that require explanation or calculation, and the most common wrong path and why it fails.
3. Two timed mini-exams matched to my stated format, with answer keys separated below the questions so I can attempt them first.
4. An error-log template with columns for error type, cause, corrected rule, and next review date.
5. A final 24-hour plan covering what to review, what not to cram, practical exam logistics, and sleep or break planning.
Use worked solutions only after I attempt a problem or request them. Before answering, check that the workload fits my available hours and that every syllabus objective appears in the plan. Ask up to 3 clarifying questions only if a required input is missing.Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [EXAM SUBJECT] | State the course or exam, question formats, duration, and any topic weighting you know. | Introductory statistics final: 2 hours, 30 multiple choice questions and 4 calculation problems; hypothesis testing is worth about 35%. |
| [EXAM DATE] | Give the exam date and the amount of time remaining. | October 18, 2026; 12 days remain. |
| [SYLLABUS] | Paste the syllabus topics, learning objectives, study guide, and rules on allowed materials. | Probability rules, distributions, confidence intervals, one- and two-sample tests, chi-square tests, regression interpretation; one double-sided formula sheet allowed. |
| [CURRENT LEVEL] | Describe your current understanding, past scores, and examples of problems you miss. | Scored 68% on the last quiz. I confuse Type I and Type II errors and choose the wrong test when samples are paired. |
| [STUDY TIME] | List the hours available each day and any work, class, or accessibility constraints. | 90 minutes on weekdays, 3 hours Saturday, 2 hours Sunday; unavailable Tuesday evenings. |
How to use
- Paste the actual syllabus or teacher study guide, not only the course name.
- Attempt the diagnostic questions without looking at the key and record errors by cause.
- Compare planned study hours against your calendar before committing to the schedule.
- Follow up with: “Quiz me on paired versus independent tests one question at a time; do not reveal the answer until I commit.”
Variations
Oral exam
Use this for a viva, language assessment, or other spoken examination.
Prepare me for an oral exam in [EXAM SUBJECT] on [EXAM DATE] using [SYLLABUS], [CURRENT LEVEL], and [STUDY TIME]. Create a speaking-practice schedule, 20 examiner-style questions ordered from foundational to difficult, concise model answer outlines, and follow-up probes that test whether I understand rather than recite. Include a rubric for accuracy, structure, terminology, and handling uncertainty. Do not invent course rules or facts missing from my materials.
Formula sheet
Use this when a limited reference sheet is allowed in the exam.
Help me build a permitted formula sheet for [EXAM SUBJECT] from [SYLLABUS], considering [CURRENT LEVEL], [EXAM DATE], and [STUDY TIME]. Organize it by decision point: when to use each formula, required assumptions, variable definitions, and one tiny reminder of common traps. Keep within the stated page limit if supplied. Flag formulas that need verification against my course materials and include no content not permitted by the exam rules.
Last-minute review
Use this with one or two days left before the exam.
Create a final review plan for [EXAM SUBJECT] before [EXAM DATE], based on [SYLLABUS], [CURRENT LEVEL], and [STUDY TIME]. Rank topics by expected score gain, give short active-recall drills, and include a single timed mixed set with answers below a divider. Reserve time to review errors and prepare materials. Do not introduce broad new topics late unless they are high-weight and prerequisite knowledge is already present.
Tips
- Study a similar-looking pair together, such as paired versus independent tests, so you practice the decision rule rather than memorizing labels.
- Keep answer keys out of sight during the first attempt; recognition of a solution is weaker evidence than producing one.
- Tag each error as knowledge, interpretation, procedure, arithmetic, or time management, because each needs a different remedy.
- Use your instructor's vocabulary and sample questions when available; outside explanations can use a different convention or notation.
FAQ
Can AI make practice questions from my lecture notes?
Yes, and it works best when you paste the learning objectives and examples. Ask for questions first and answers separately so you can retrieve from memory.
Will a study plan guarantee my grade?
No. It can organize practice and expose gaps, but the plan should be adjusted after each timed set and against your instructor's expectations.
Should I upload old exams?
If your course permits it, old exams are useful for identifying format and recurring concepts. Do not treat them as a promise that the next exam will repeat them.