Lesson 6: Test-taking Strategies

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.

 

1^st 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 15^th:Check the presentation

Test preparation, the test, post test :3 stages to explore

SQRW as a four-step strategy :a four-step strategy

The D.E.T.E.R STRATEGY : how to study
 

2^nd 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.