LESSON 6
TEST-TAKING
STRATEGIES
Some
of you have completed a handed questionnaire on test anxiety and test-taking
strategies. Those of you that are
newcomers here, there is a quick quiz from the "Academic Anxiety Coping
Scale" by Allen Ottens to do so as identify the positive situations that
help control the test anxiety (facilitating factos), and those that may
increase its levels (debilitating factors).
QUIZ
1.) When I'm having difficulty concentrating or paying attention to what
I am studying, _________.
(Choose the ones that will help reduce anxiety)
a.) I decide it's time to take a study break.
b.) I wonder what is wrong with me that I can't concentrate.
c.) I change my method of studying, such as copying notes instead of
reading.
d.) I decide to study some other subject.
e.) I question whether I'm in the right school or course of study.
f.) I persist with what I'm studying and force myself to complete
assignments.
2.) While I'm sitting in the exam room waiting for the test to be
distributed, ____________.
(Choose the ones that will help reduce anxiety)
a.) I plan a strategy for how I can most effectively approach the test.
b.) I use the last moments to cram as much of the subject matter as
possible.
c.) I try to relax or distract myself by thinking about something
besides the test.
d.) I notice a building tension that gets harder to handle as the test
time approaches.
e.) I relieve tension by talking or joking with classmates.
f.) I doubt that my knowledge of the subject will be reflected by my
answers.
3.) When, during an exam, I forget information that I actually know,
____.
(Choose the ones that will help reduce anxiety)
a.) I relax and try to recall the information from a lecture or
textbook.
b.) I find that during the rest of the test I'm distracted by trying to
remember it.
c.) I check to see how another student answered the question.
d.) I interpret it as a signal to move on to another question.
e.) I minimize its importance by thinking that it's only one item.
f.) I get angry and frustrated with myself.
4.) If a final exam in one of my courses were to be held tomorrow,
______.
(Choose the ones that will help reduce anxiety)
a.) I would stay up all night to cram for it.
b.) I would "overpsych" myself for it by remembering how
important it is to get a good grade.
c.) I would be reassured by telling myself that I've kept up with the
course.
d.) I would not bother to study for it since it would be too late to do
anything.
e.) I would review the main points and hope for the best.
f.) I would try above all else to get a good night's sleep.
5.) When I'm studying and I think back to how poorly I've scored on some
previous tests, ___________.
(Choose the ones that will help reduce anxiety)
a.) I get so dismayed that I just want to put my books aside.
b.) I criticize myself for having botched so many opportunities.
c.) I try to boost my confidence by recalling how well I've done on some
others.
d.) I use this recollection as an incentive to prepare even harder for
the next test.
e.) I worry that upcoming tests will end up badly, too.
f.) I remind myself that I've actually learned from the errors.
6.) One way to help remember things is to use multiple
______________when you study.
a.) senses
b.) repetitions
c.) courses
d.) all of the above
e.) none of the above
f.) a & b only
7.) Which one or more of the following are likely to improve school
performance?
a.) Regular meals throughout the day.
b.) Having a coke before a test.
c.) Reducing the amount of sugar consumed.
d.) Fasting before a test to clear your mind and body.
e.) Having a few drinks the night before to relax.
answer keys:1. a,c,d -2. a,c,e- 3. a,d,e -4. c,e,f -5. c,d,f -6. f -7. a,c
Researches
and textbooks have been written on the analysis of the structure of the testing
language used to help learners determine the best answer. Yet, if you are as
busy as a bee and like most students cannot spend countless hours learning how
to do this, this blog provides you several simple strategies for test-anxious
learners listing the most useful regarding the test type.
Let’s
start from the most general ones to the most specific ones in the second part.
1st
Part:
Before the official test:
• When the teacher gives you a mock test,
read the directions first and make sure that you understand and follow them.
• Use your study skills to better learn
the material that will be covered on the test.
• Be positive when you study. Think
about you doing well and that you will not fail.
• Think of the test as a chance to show
how much you have learned.
• Ask your teacher about the types of
questions that will be on the test and study accordingly. The most common
types of questions are: multiple choice,
true-false, short answer, fill-in-the blank, matching, and essay questions.
• Make
sure you have a good night’s sleep the night before the test and eat a good
breakfast on the day of the test.
During the test:
• Stay relaxed during the test. Taking
slow, deep breaths can help. Focus on positive self-statements such as “I can
do this.”
• Don’t panic even if you find the test
difficult. Stay with your plan!
• During the test answer easy questions
first and then come back to the ones you need more time to think about.
• When you do not know an answer on a
multiple-choice test, eliminate the options that you know cannot be
correct and take an educated guess on
the remaining options.
• Don’t
worry about other students finishing the test before you do. Take the time you
need to do your best.
After the test:
Leave time at the
end to look over your work. Did you answer every question? Did you proofread
for errors? It is easy to make careless mistakes while taking a test.
• Once you hand in the test, forget
about it for the moment. There is nothing more you can do until the graded
test is returned to you.
• When the graded test is returned to
you, examine it to see how you could have done better. Learn from your
mistakes and from what you did well.
Apply this knowledge when you take the next test.
• You have to know the material to do
well on a test. You have to control your test anxiety to show what you
know.
It's a Leave-your-Comment Question 8 :
Once you like
A.C.R.O.N.Y.M.S click on the links to explore presentation for test-taking
strategies and DECIDE which fits you well and Why?
Slide 15th:Check the presentation
2nd Part
Test-taking
strategies for Multiple-choice Tests
Two
common types of items that you may find:
1.
An
incomplete statement followed by several answer choices. (usually grammar
patterns)
2.
A
question followed by several answer choices.
10 Basic skills to remember:
1. Circle or underline important words in the item. This will help you focus on the information most
needed to identify the correct answer choice.
2. Read all the answer choices before selecting one. It is just as likely for the last answer choice to be
correct as the first.
3. Cross out answer choices you are certain are not
correct. This will help you narrow down the
correct answer choice.
4. Look for two answer choices that are opposites. One of these two answer choices is likely to be
correct.
5. Look for hints about the correct answer choice in
other items on the test. The correct
answer choice may be part of another item on the test.
6. Look for answer choices that contain language used by
your teacher or found in your textbooks. An answer choice that contains such language is usually correct.
7.
Do not change your initial answer unless you are sure another answer
choice is correct. More often than not,
your first choice is correct.
8. Choose "all of the above" if you are certain
all other answer choices in the item are correct. Do not choose "all of the above" if even just
one of the other answer choices is not correct.
9. Choose "none of the above" if you are
certain all other answer choices in the item are incorrect. Do not choose "none of the above" if even
just one of the other answer choices is correct.
10. Budget your time
Knowing how multiple-choice items are constructed and
using these guidelines will help you improve your score on a multiple-choice
test.
Adapted from:link
It's a Leave-your-Comment Question 9:
Which of these 10 strategies do you usually use during your tests, and Why?
True/False TESTS
If it
is not your lucky day you have a 50-50 chance of being right. T/F tests are a
bit more difficult than they seem to be. It is not only a matter of deciding whether
the item is correct or not. Even if you have the knowledge there are some extra
tips to follow:
1. Choose True
for an item only when you are certain that the entire statement is true. This is especially important when the item contains
more than one "fact."
Ex. Elephants,
lions, and dogs are all mammals.
This statement is true because you know that they do
not lay eggs.
But..
Elephants, chickens, and dogs are all mammals.
This statement is false because you know that omelets
are delicious because of eggs.
2.
Be very careful when a statement contains a negative word
such as not or a negative prefix such as un as in the word unfriendly. A negative word or prefix
completely changes the meaning of a statement.
Ex. Teachers should be patient with their students (correct)
Teachers
should be impatient with their students (incorrect).
At a quick
glance these two statements might be the same. So, always read your statements
carefully.
3. When a statement contains two negative words and/or
prefixes, cross out both.
Two negatives typically make a positive, but in a very confusing way.
My sister
is the most popular girl at school because she is not unfriendly. (true but a
confusing statement)
My sister is the most popular girl
at school because she is not unfriendly.
In other
words she is friendly. (true)
4. An absolute statement is usually false. An absolute statement contains words such as the following:
all, none, always,
every, never, only,
and no. Each of these words suggests that
there are no exceptions
Ex. The official language of all American countries is English.
This statement is false as there are
countries whose official language is Spanish, French or Portuguese etc.
5. A qualified statement is usually true. A qualified statement contains words such as the following: some, many, usually, most, sometimes, may, and often. These words allow for
exceptions.
Ex. The official language of most of the countries in
North America is English. (true)
6. If you are uncertain whether a statement is true or false,
take your best guess unless there is a penalty for wrong answers.
7.
Budget your time.
It's a Leave-your-Comment Question 10 :
Which of these 7 T/F strategies do you isually use and why?
In some
tests short answers (written or oral) are made and testers are out of the point
because they do not understand what do the most frequently used
“Direction
Words” exactly mean:
It's a Leave-your-Comment Question 11 :
In alphabetically order, their meanings and examples can pull you out from a stressing situation, which of the following do you find more demanding/challenging:
·
Analyze - Analyze tells you to
break something down into its parts and show how the parts relate to each other
to make the whole.
Analyze the factors that contribute toair pollution.
·
Compare - Compare tells you to
show how two or more things are BOTH similar and different.
Compare the lifestyle in the countryside and in the city.
·
Contrast - Contrast tells you to
show how two or more things are different.
Contrast the benefits of studying abroad and in your country.
·
Define - Define tells you to
explain the meaning of something in a brief, specific manner.
Define what is meant by “he has a long face”
·
Describe - Describe tells you to
present a full and detailed picture of something in words to include important
characteristics and qualities.
Describe the happiest moment of the writer.
·
Diagram - Diagram tells you to
illustrate something by drawing a picture of it and labeling its parts.
Diagram how the future cars could be.
·
Evaluate - Evaluate tells you to
present both the positive and negative characteristics of something.
Evaluate the impact of Internet in
teenagers’ life.
·
Explain - Explain tells you to
provide facts and reasons to make something clear and understandable.
Explain why animals are testing experiments for medicines.
·
Imply- Imply
means to indicate or suggest (something) without its being stated in words:
Imply what his words “lack of faith” mean.
·
Justify - Justify tells you to
provide reasons and facts in support of something.
Justify the need for
renewable sources of energy .
·
List - List tells you to
present information about something as a series of brief numbered points.
List the ingredients of
a cake.
·
Outline - Outline tells you to
present the most important information about something in a carefully organized
manner.
Outline what it takes to be a good friend.
·
Summarize - Summarize tells you to
present the main points about something in a brief form.
Summarize how Columbus discovered America.
·
Trace - Trace tells you to
present the order in which something occurred.
Trace the major dates of World War II.
