What to Do If You Run Out of Time in an Exam

Running out of time in an exam can be incredibly frustrating.

The learner may know the content.

They may even know exactly what they wanted to say.

But the paper ends before they have shown it.

For some dyslexic learners, slower reading, written processing or transcription can make timing particularly demanding.

Good timing strategies cannot remove every difficulty.

But they can help the learner use the time they have more effectively.

Do not spend too long making one answer perfect

One common problem is staying with an early question for too long.

The learner keeps improving it because it feels unfinished.

Meanwhile, later questions are left untouched.

In many exams, an incomplete answer to every question may be better than an excellent answer to one and no attempt at another.

The exact strategy will depend on the paper and mark scheme.

Use the marks to guide time

Where appropriate, look at how many marks a question is worth.

A two-mark question should not usually consume the same amount of time as a twelve-mark question.

Teachers can help learners practise translating marks into rough time expectations for their specific papers.

Plan briefly

A short plan can save time later.

It reduces pauses while writing and helps the learner know when they have included enough.

Planning should be proportionate.

A short question needs a short plan. See why planning an answer can help.

Move on when you are stuck

If one question is blocking everything, move on where the exam rules allow.

Mark it clearly.

Return later.

A different question may trigger the information you were struggling to retrieve.

Leave visible reminders

If you need to return to a question, make it obvious.

Circle the question number on scrap or permitted planning space, or use whatever method is appropriate for that examination.

The goal is not to rely on memory alone.

If time is nearly gone

Prioritise the highest-value unfinished responses.

Get the main points onto the page.

Where acceptable within the task, concise developed points may be better than leaving a section completely blank.

Do not spend the final minute rewriting handwriting that is already readable.

Keep checking proportionate

Checking matters.

But checking one answer for ten minutes while another question is unanswered may not be the best use of time.

Use a short checking routine and move on.

But checking one answer for ten minutes while another question is unanswered may not be the best use of time.

Practise timing before the exam

Timing is a skill.

Learners can practise:

• •how long it takes to read a question;
• •how long to plan;
• •how long to write;
• •when to move on;
• •how much can realistically be produced in the available time.

This makes the exam process more predictable.

Extra time is not the same as unlimited time

Where a learner has an approved access arrangement such as extra time, the extra time still needs to be managed.

A learner can still run out of time if they spend too long on one section.

Practise using the additional time deliberately. Arrangements are decided by the school, college or exam centre under the relevant rules; there is more in our exam access arrangements FAQ.

The aim is to show as much knowledge as possible

Exam timing is not about rushing.

It is about making decisions.

• •Which question needs more time?
• •When is an answer good enough to leave?
• •Where are the marks?
• •What still needs to be attempted?

For dyslexic learners, having a clear timing routine can reduce some of the pressure of making those decisions during the exam itself.