However scores and grades are given through exams, term papers and tests only, which are usually provided at the end of term or study year (no more than twice a year). During the rest study period students are often not aware of their study results and effects.

Thus, the study self-analysis system would be very useful for students in order to continuously monitor their knowledge. Such self-analysis system would help students avoid fear and diffidence while preparing and passing exams. Moreover, self-analysis system would help students identify their weak points in study and timely eliminate them to succeed later. The study self-analysis system can include several parts depending on its goals to achieve at definite period of study. Thus, self-analysis could comprise exams imitation, writing notes, discussions and impartial assessment.

Exams imitation is a perfect act to fight fear and diffidence during the real exams. Human psychology identifies fear and diffidence for the places and situations unknown and, therefore unpleasant for a person happened to occur in such places and situations. Therefore, students are often not aware of their fear and diffidence nature and are used to explain these feelings by their lack of knowledge and poor preparation for exams. Exams imitation exercises would help eliminate the fear of known places and situations and make students well-prepared for exam process. It??s like war practice where soldiers imitate fighting and practice war strategies by imitating real war situations.
Writing notes exercise is very effective to identify what has been learnt successfully and what shall be improved or repeated. The form of notes may vary greatly and it depends on each student??s individual interests and abilities. For example, students who have well-developed visual abilities may use different colors and symbols to identify the information they have learnt: green rounds for topics which they are totally confident in, red rounds for topics they would like to learn more about etc. Such colored schemes, tables or simple notes should be placed in frequently viewed areas in order to constantly demonstrate what a student shall have to do at a very free minute.

Discussions involve other persons?? interaction. Students may involve their classmates, parents or friends in discussion. Discussion should no exceed 30-40 minutes in order to keep both parties interested and active. Students may schedule discussions two-three times a week 30 minutes each, and this time would be enough to identify which questions are totally clear and which should be learnt later. Clear understanding of weak points in study can also eliminate the fear and diffidence.

Impartial assessments shall be made by persons who are involved in study process, such as classmates and teachers. Students can ask their teacher to spend fifteen-twenty minutes to listen to students?? answers to questions. It is also good idea t prepare one-page written summaries and ask a teacher or a classmate to read and give assessment to them.

In conclusion, the more exercises students practice before exams the better and more confident they will feel during exams and the higher scores they will get.