A guide for teachers and training managers
Exam preparation with flashcards: plan your class revision
An exam is approaching: what should learners know, when will they practise and where do they still need support? This guide shows you how to structure exam preparation for a class or study group with MemoCard, including a sample two-week plan.
1. Define the exam topics and learning goals
Divide the exam material into manageable topics. For each topic, write down what learners should be able to explain or apply. For a biology exam on the water cycle, this could include evaporation, condensation and precipitation, and how they relate to each other.
Distinguish knowledge questions from tasks that require detailed explanations, calculations or practical application. Flashcards support revision; complement them with suitable exercises and discussions.
2. Create and check small flashcard sets
Create a separate set for each topic. Write clear questions with verifiable answers. You can write cards yourself or use AI to draft them from suitable materials. Check AI suggestions against your sources and adapt them to your group's level.
For example, “What is condensation?” checks a definition. “How is condensation related to cloud formation?” also requires an explanation. Use both types when they fit your learning goals.
Create flashcards with AI for your lessons How to use the card editor3. Share materials with your study group
Assign the checked sets to the appropriate class or study group in your MemoCard organisation. Discuss which topics should be completed by when and how much time is available for preparation.
Set dates and tasks in your teaching plan. The schedule below is a template for you to organise yourself; MemoCard does not run it automatically.
Manage classes and study groups4. A sample plan for the final two weeks
Adapt the workload and pace to your class and the exam. The time allocations are suggestions to help you plan.
| Period | Learners' task | Your support |
|---|---|---|
| Days 1–2 | Review the learning goals and practise basic terms with the first flashcard set. | Discuss existing knowledge and explain the key connections. |
| Days 3–5 | Schedule short study sessions, for example 10–15 minutes each. Review terms using the Leitner system. | Collect questions and improve cards that are unclear. |
| Days 6–7 | Explain or draw the water cycle without a reference and note any unanswered questions. | Check explanations together and explore the connections in more depth. |
| Days 8–10 | Take a practice test with MemoCard Exam, then check the answers. | Discuss results and questions; for AI-generated questions, also check the wording and solution. |
| Days 11–13 | Focus on topics that are still uncertain and work through additional application exercises. | Offer support and check understanding with your own follow-up questions. |
| Day 14 | Clarify any remaining questions and schedule a brief final review. | Go over the learning goals and exam format together once more. |
5. Use learning progress to start a conversation
Look at the available learning activity and results and ask where difficulties remain. Are terms being confused? Can learners recall an answer but not yet explain it? Use this to choose topics for the next group review.
Learning activity and practice results alone do not prove exam readiness. Complement the overview with discussions, your own tasks and your educational judgement. Passing an exam cannot be guaranteed.
Understand learning status and what it tells you