Here is my philosophy and style for how I make-up tests and grade them:

My tests are almost always four pages in length.  The first page is definitions of from 3 - 5 pts each usually totaling from 15 -20 points or about one fifth of the total test grade.  Please pay attention to the total number of points for each definition.  I expect you to write a more involved (read "thorough") answer for a 5 point definiton then for a 3 point definiton.  Three succinct, accurate informational and descriptive sentences with an example would get you full credit for a 5 pt definition.  Still - there is subjectiveness in grading!  The second page usually has objective type questions.  The specific type usually depends upon quality of the material you are being tested on.  Examples of the type of questions are; fill-in-the-blank, true or false,  short answer, "distinguish between" two words or concepts, and often I even do matching if the material is especially conducive to it.  The total points on this page is about 25.  The third page can be of the same quality as the second, depending upon the kind of material being tested.  The last pages are often essay questions that characteristically are 10 points each, but can be 15 points.  Like for the definitions, I really do expect more of a pithy answer (read - "more words" or "sentences") for the 15 point questions (if any are on the test) then for the 10 point questions.  So, again and like for the definitions, it is important to pay attention to point total for each question.

About my philosophy for how I decide what material to include on the test:  During class periods (a reason to attend class, if not for the notes and sometimes stimulating lectures!) I will reference which material in the text or readings is important.  Minimally you should know the lecture material in detail.  I am finding more and more (writing tests is an evolving process - none are perfect!) that at least 75 - 80% of the material on the test comes directly from lecture material and book-material simply referred to in lecture.  So, remember to have an easier time with the course, it is important that you attend all lectures.

About how to take my tests:  First, keep track of the time and apportion the time to the number of points on each page.  For example, if each page is worth a total of about 25 pts then spend about a quarter of the allotted time on each page.  Be wise and calm when taking the test.  I am not a stickler for spelling and always accurate grammar on a test (in outside class writing assignments, it's another story), but I need to be sure you answer the question correctly - that you 'know' the answer.  I strongly believe that all students should know how to effectively convert knowledge in the head to words on a piece of paper.  This is a skill that is even required of scientists, and the student who thinks "biology" is the place to be because they aren't good at writing is simply wrong.  Sure, you can get by but I do not see how you can earn a high GPA if you can't communicate in writing (and orally for that matter).

Loyola University prides itself in being able to help students learn.  Take advantage of the opportunities - acknowledge your deficiencies like writing - and get help if you need it.  Loyola has a great WAC ("writing-across-the-curriculum") program that can help you become a better writer.

Remember it takes a lot more time for me to grade the kind of tests I give (they differ considerably from being totally multiple choice and matching, the more objective kind of test). There must be some reason I give them?  Guess what!  That reason is not because I'm "out to nail you", it's because I'm "out" to care.