Copyright © 2010 by Tapestry Press, Ltd. Chapter 8 Developing Test-Taking Skills It’s not only...

Copyright © 2010 by Tapestry Press, Ltd.Copyright © 2010 by Tapestry Press, Ltd.

Chapter 8Chapter 8

Developing Developing Test-Taking SkillsTest-Taking Skills

It’s not only about a good grade,It’s not only about a good grade, it’s still about learning, it’s still about learning,

and learning will help you get the good grade.and learning will help you get the good grade.


Tests don’t measure Tests don’t measure how smart you arehow smart you are

. . . they’re simply tools that. . . they’re simply tools thatevaluate the progress you’ve evaluate the progress you’ve

made in your studies.made in your studies.

Reflect on this.Reflect on this.


Good Preparation and LearningGood Preparation and Learning

. . . are the most important factors in . . . are the most important factors in

test-taking successtest-taking success

and and

in overcoming test anxiety.in overcoming test anxiety.


Purpose of This Chapter Purpose of This Chapter

To help you learn tips and strategies for To help you learn tips and strategies for test preparation and test-taking so you can test preparation and test-taking so you can take tests with confidence in college and take tests with confidence in college and for future job entrance, certification, or for future job entrance, certification, or license exams. license exams.

The keys areThe keys are understanding the test understanding the test mechanics and being soundly prepared.mechanics and being soundly prepared.


Are y

ou re

ady?

Are y

ou re

ady?


Learning OutcomesLearning Outcomes

1.1. Make test preparation an ongoing effort.Make test preparation an ongoing effort.

2.2. Use study groups.Use study groups.

3.3. Understand, analyze, and respond to true/false, Understand, analyze, and respond to true/false, multiple choice, essay, and other test formats.multiple choice, essay, and other test formats.

4.4. Identify common symptoms of test anxiety.Identify common symptoms of test anxiety.

5.5. Use preparation, self-talk, visualization, and Use preparation, self-talk, visualization, and relaxation to overcome test anxiety.relaxation to overcome test anxiety.


Class Think Class Think

Recall as many tips and strategies from the Recall as many tips and strategies from the previous chapters that would help you:previous chapters that would help you:

1.1. Prepare for testsPrepare for tests

2.2. Overcome test anxietyOvercome test anxiety


Tips and Strategies for Tips and Strategies for Test PreparationTest Preparation (from previous chapters)(from previous chapters)

1.1. Use PRQRT or SQ3R to: Use PRQRT or SQ3R to: help you learn while you read. help you learn while you read. create create self-tests self-tests for later study.for later study.

2.2. Use column or outline notetaking formats to Use column or outline notetaking formats to create create study-ready notes.study-ready notes.

3.3. Listen for instructor hints for test items.Listen for instructor hints for test items.

4.4. Use Use self-talkself-talk to direct your preparation efforts. to direct your preparation efforts.

5.5. Manage Manage and schedule your study and schedule your study timetime..


Tips & Strategies for Tips & Strategies for Overcoming Test AnxietyOvercoming Test Anxiety (from previous chapters)(from previous chapters)

1.1. Use Use positive self-talkpositive self-talk:: to direct you preparation.to direct you preparation. to encourage yourself to encourage yourself “I can. . . . ” “I can. . . . ”

2.2. Use Use self-disciplineself-discipline to: to: start and sustain your learning.start and sustain your learning. managemanage your study your study timetime..

3.3. Use Use visualizationvisualization to to ________________________..

Ø Avoid procrastination.Avoid procrastination.


Math & Science Math & Science Test Preparation TipsTest Preparation Tips

1.1. Math is a building process; in order to Math is a building process; in order to understand the next steps you need to understand the next steps you need to comprehend present and previous ones.comprehend present and previous ones.

2.2. Begin preparing early.Begin preparing early.3.3. Do assigned lab and homework Do assigned lab and homework

problems.problems.4.4. Simulate tests conditionsSimulate tests conditions—practice timed —practice timed

problems.problems.


Class ShareClass Share

What are some of yourWhat are some of your::

1.1. good study habits?good study habits?

2.2. effective study tools?effective study tools?


Class ShareClass Share

What are some of yourWhat are some of your::

1.1. bad habitsbad habits that keep you from that keep you from studying?studying?

2.2. . . . and how would you advise your . . . and how would you advise your classmates to classmates to avoidavoid them? them?


Making Time for Sound Test PreparationMaking Time for Sound Test Preparation

1.1. What What time adjustmentstime adjustments will you make to will you make to discipline yourself to prepare for tests discipline yourself to prepare for tests early early and and sustain your learning efforts?sustain your learning efforts?

2.2. Write them down.Write them down.

3.3. Chose Chose one time adjustmentone time adjustment and write and write what what immediate stepsimmediate steps you will take to you will take to make this adjustment.make this adjustment.


Adjust Your Self-Talk Too!Adjust Your Self-Talk Too!

How will you How will you adjust your self-talkadjust your self-talk to begin test to begin test preparation early preparation early andand sustain your learning sustain your learning efforts? efforts?

Quick ActivityQuick Activity write down your new write down your new self-talk.self-talk.

ExamplesExamples: :

““I will begin test preparation early by ________.”I will begin test preparation early by ________.”

““I will sustain my preparation by ____________.”I will sustain my preparation by ____________.”


ReminderReminder What we accomplish is What we accomplish is indelibly linked to what we indelibly linked to what we say to ourselves.say to ourselves.

1.1. Our behavior is influenced by our self-talk.Our behavior is influenced by our self-talk.

2.2. Most things we do are first created by self-talk.Most things we do are first created by self-talk.

3.3. Self-talk shapes how we use our time and the Self-talk shapes how we use our time and the results we get.results we get.

Use your power of self-talk to direct your test Use your power of self-talk to direct your test preparation.preparation.


Rewards for Starting Early and Rewards for Starting Early and Sustaining your Test PreparationSustaining your Test Preparation

1.1. Mental clarity and less anxietyMental clarity and less anxiety

2.2. You retain information—it’s learned!You retain information—it’s learned!

3.3. Better control Better control

4.4. Greater test-confidenceGreater test-confidence

5.5. Better grades and jobsBetter grades and jobs


Class ThinkClass Think

How can you predict test questions?How can you predict test questions?


Procrastinated? Procrastinated? . . . and now you’re feeling . . . and now you’re feeling

stressed?stressed?


Ever Procrastinate?Ever Procrastinate?

What allows you to procrastinate?What allows you to procrastinate?


Don’t Let Procrastination BecomeDon’t Let Procrastination Become a Habit. a Habit.

1.1. It is bad for your health.It is bad for your health.2.2. It can cause stress/anxiety.It can cause stress/anxiety.3.3. It doesn’t sustain learning.It doesn’t sustain learning.4.4. It’s not smart.It’s not smart.5.5. It makes you go into a crisis mode—It makes you go into a crisis mode—

ccrarammmmiinngg!!

See the next slides to help you through this time!See the next slides to help you through this time!


Emergency Test Prep Emergency Test Prep Derived from Miller, George A., Derived from Miller, George A., The Magical Number Seven, Plus or Minus The Magical Number Seven, Plus or Minus

Two: Some Limits on our Capacity for Processing InformationTwo: Some Limits on our Capacity for Processing Information (1956) Harvard (1956) Harvard

A structured approach to crammingA structured approach to cramming

1.1. Preview material to be covered.Preview material to be covered.

2.2. Be selective and skim chapters for main Be selective and skim chapters for main points.points.

3.3. Concentrate on the main points.Concentrate on the main points.

Warning: This learning will be short-lived.Warning: This learning will be short-lived.


Emergency Test Prep Emergency Test Prep Begin with 5 sheets of paper: Begin with 5 sheets of paper:

1.1. Identify 5 key concepts or topics that will be Identify 5 key concepts or topics that will be covered on the test.covered on the test.

2.2. List 1 concept at the top of each page using List 1 concept at the top of each page using key words. key words.

3.3. In your own words, write a brief explanation, In your own words, write a brief explanation, definition, answer, etc. for each of the key definition, answer, etc. for each of the key concept. concept.

4.4. Compare your response with text and class Compare your response with text and class notes.notes.


Emergency Test Prep Emergency Test Prep (continued)(continued)

1.1. Edit or rewrite your understanding of each Edit or rewrite your understanding of each topic considering the text and class notes.topic considering the text and class notes.

2.2. Sequence and number each page of your Sequence and number each page of your topics 1–5 in order of importance; 1 = most topics 1–5 in order of importance; 1 = most importantimportant

3.3. Follow same process for 2 additional conceptsFollow same process for 2 additional conceptsif you have time.if you have time.


Emergency Test Prep Emergency Test Prep (continued)(continued)

4.4. Place them in a 1–7 page sequence. Place them in a 1–7 page sequence.

5.5. Follow the above process for 1–2 more Follow the above process for 1–2 more concepts for a total of 9. Follow your comfort concepts for a total of 9. Follow your comfort level—add topics only as necessary.level—add topics only as necessary.

6.6. Try not to exceed 9 concepts Try not to exceed 9 concepts focus on the focus on the most important.most important.

7.7. Review the day of test; try to relax just before.Review the day of test; try to relax just before.


The Next Few Slides are about The Next Few Slides are about Study GroupsStudy Groups

Have you ever been in a study group?Have you ever been in a study group?

1.1. What were the What were the prospros??

2.2. . . .the . . .the conscons??

3.3. What would have made your study group What would have made your study group work better for you?work better for you?

The next slides will give you the positives The next slides will give you the positives and guidelines for study groups.and guidelines for study groups.


Study Groups Study Groups == Serious Learning Serious Learning

1.1. Two heads are better than one Two heads are better than one when you when you explain something you’ve learned to others, explain something you’ve learned to others, you understand it better.you understand it better.

2.2. Research shows Research shows students who study in students who study in groups do better than students who study groups do better than students who study alone.alone.

3.3. The commitment students make to a group The commitment students make to a group helps them stay on task.helps them stay on task.

4.4. Studying with a good group is more enjoyable Studying with a good group is more enjoyable than alone.than alone.


Study Groups: Making it WorkStudy Groups: Making it Work

1.1. Search/locate Search/locate guidelinesguidelines on “How to Set up a on “How to Set up a Study Group.”Study Group.”

2.2. Choose Choose dependabledependable students. students.3.3. AttendanceAttendance is crucial for effectiveness of the is crucial for effectiveness of the

group.group.4.4. Assess the effectivesAssess the effectives of the group? of the group?

What’s working?What’s working? What should we improve?What should we improve?


Guidelines Help You Make the Most of Guidelines Help You Make the Most of Your Study GroupYour Study Group

1.1. Establish a purpose and a set of common Establish a purpose and a set of common goals.goals.

2.2. Pick a time and place that works for everyone.Pick a time and place that works for everyone.3.3. Set up a schedule and stick to it.Set up a schedule and stick to it.4.4. Socialize after the session.Socialize after the session.5.5. Optimal group size is between 3–6 students.Optimal group size is between 3–6 students.6.6. Designate a chairperson who will be Designate a chairperson who will be

responsible for reserving the space and responsible for reserving the space and leading the agenda for each session. (You leading the agenda for each session. (You may want to rotate this position.)may want to rotate this position.)


Guidelines Help You Make the Most of Guidelines Help You Make the Most of Your Study Group Your Study Group continuedcontinued

7.7. Divide portions of the study material among Divide portions of the study material among group members. group members.

8.8. Each member will be responsible for leading a Each member will be responsible for leading a discussion on assigned portion.discussion on assigned portion.

9.9. Always come prepared: Always come prepared: read the material.read the material. do the homework.do the homework. bring all notes and books related to the topic of the bring all notes and books related to the topic of the

session.session.


What’s your favorite test format?What’s your favorite test format?

. . . and why?. . . and why?


Different Test Format Different Test Format Success TipsSuccess Tips

The key to preparing and performing well on The key to preparing and performing well on different test formats is:different test formats is:

1.1. understanding the test mechanics.understanding the test mechanics.

2.2. rehearsing what you’ve learned in a rehearsing what you’ve learned in a manner that simulates the test format.manner that simulates the test format.


True-False Test Mechanics & StrategiesTrue-False Test Mechanics & Strategies(T-F—the basis for Multiple Choice Test Strategies)(T-F—the basis for Multiple Choice Test Strategies)

1.1. Every part of a true sentence must be “true.” Every part of a true sentence must be “true.”

2.2. If the question contains negatives, such as “no, If the question contains negatives, such as “no, not, cannot,”not, cannot,” drop the negative and read what remains. drop the negative and read what remains. decide whether that sentence is true or false. decide whether that sentence is true or false. if it is true, its opposite, or negative, is usually if it is true, its opposite, or negative, is usually

false. false.

3.3. QualifiersQualifiers such as “usually” or “seldom,” make such as “usually” or “seldom,” make more modest claims, are more likely to reflect more modest claims, are more likely to reflect reality, and usually indicate “true” answers. reality, and usually indicate “true” answers.


True-False Test Mechanics & StrategiesTrue-False Test Mechanics & Strategiescontinuedcontinued

4.4. AbsoluteAbsolute words restrict possibilities. words restrict possibilities. ““No, never, none, always, every, entirely, only”No, never, none, always, every, entirely, only”

imply the statement must be true 100% of the time imply the statement must be true 100% of the time and and often indicate “false” answersoften indicate “false” answers..

5.5. Use a Use a true-false analysistrue-false analysis for each word/item in a for each word/item in a series—if one is false, the statement is “false.”series—if one is false, the statement is “false.”

6.6. Often true-false tests contain Often true-false tests contain more truemore true than than false answers. false answers.

You have You have ˃˃ 50% chance of being right with “true.” 50% chance of being right with “true.” However, your instructor may be the opposite. However, your instructor may be the opposite.

(Review past tests for patterns.)(Review past tests for patterns.)


What poses the greatest What poses the greatest difficulty for you when difficulty for you when

preparing for and/or taking preparing for and/or taking multiple choice tests?multiple choice tests?


What to Know About What to Know About Multiple Choice QuestionsMultiple Choice Questions

1.1. Multiple choice questions usually include a phrase or Multiple choice questions usually include a phrase or stemstem followed by 3–5 options. followed by 3–5 options.

2.2. The The directionsdirections can vary so pay attention: can vary so pay attention: whether each question has 1 or more correct options.whether each question has 1 or more correct options. if you are penalized for guessing.if you are penalized for guessing. how much time is allowed (this directs your strategy).how much time is allowed (this directs your strategy).


Multiple Choice Mechanics and AnalysisMultiple Choice Mechanics and Analysis (When you need a backup to knowing.)(When you need a backup to knowing.)

1.1. Preview the testPreview the test and mark, as appropriate, those you think and mark, as appropriate, those you think you know. you know.

2.2. Cover the options, read the stem, and try to answer.Cover the options, read the stem, and try to answer. Select the option that most closely matches your Select the option that most closely matches your

answer.answer.

3.3. Treat each option as a true-false question—choose the most Treat each option as a true-false question—choose the most true.true.

Use the Use the true-false analysistrue-false analysis on each option. on each option.

4.4. Question options that grammatically don’t fit with the stem.Question options that grammatically don’t fit with the stem.


Multiple Choice Mechanics and AnalysisMultiple Choice Mechanics and Analysis continuedcontinued

5.5. Question options that are totally unfamiliar to you.Question options that are totally unfamiliar to you.

6.6. Use hints from questions you know.Use hints from questions you know.

7.7. Question options that contain negative or absolute words.Question options that contain negative or absolute words. Try substituting a Try substituting a qualifiedqualified term term forfor the the absolute absolute one, one,

likelike frequentlyfrequently for for always always oror seldom seldom for for never,never, and see if and see if you can eliminate it.you can eliminate it.



8.8. When in doubt, favor options that contain When in doubt, favor options that contain qualifiers such as usually or generallyqualifiers such as usually or generally—the —the response is longer and more inclusive.response is longer and more inclusive.

9.9. If you know 2–3 options seem correct, “all of the If you know 2–3 options seem correct, “all of the above” is a strong possibility.above” is a strong possibility.

10.10. Be aware of “look alike options.”Be aware of “look alike options.” Probably one is correct; choose the best but Probably one is correct; choose the best but

eliminate choices that mean basically the same thing eliminate choices that mean basically the same thing and cancel each other out.and cancel each other out.



11.11. Double negatives = positive.Double negatives = positive.

12.12. If 2 options are opposite, chances are one is If 2 options are opposite, chances are one is correct.correct.

13.13. If 2 alternatives seem correct, compare them If 2 alternatives seem correct, compare them for differences, then refer to the stem to find for differences, then refer to the stem to find your best answer.your best answer.


What is your greatest What is your greatest challenge when writing essay challenge when writing essay

question responses?question responses?


Essay Exam Mechanics & StrategiesEssay Exam Mechanics & Strategies

1.1. PreviewPreview the test and determine how much time you the test and determine how much time you have for each question. have for each question.

Allow time to review the entire test before submitting.Allow time to review the entire test before submitting.

2.2. While fresh in your mind, While fresh in your mind, jot down notesjot down notes, outlines, , outlines, steps, and formulas as you preview.steps, and formulas as you preview.

3.3. Pay close attention to the Pay close attention to the directivesdirectives (list, explain, (list, explain, compare, contrast, critique).compare, contrast, critique).

4.4. Make a brief Make a brief outlineoutline for each response. for each response.


Essay Exam: Essay Exam: Writing & Answering TipsWriting & Answering Tips

1.1. Begin with a strong Begin with a strong first sentence first sentence stating the main stating the main idea of your essay.idea of your essay.

2.2. Continue Continue first paragraphfirst paragraph by noting all key points. by noting all key points.

3.3. Begin Begin each paragrapheach paragraph with a key point from the with a key point from the introduction. introduction.

4.4. Develop each point in a complete paragraph. Develop each point in a complete paragraph.

5.5. Use transitions or enumerate to connect points.Use transitions or enumerate to connect points.


Essay Exam: Essay Exam: Writing & Answering Tips Writing & Answering Tips continuedcontinued

6.6. Use bulleted lists if/where appropriate.Use bulleted lists if/where appropriate.

7.7. Stick to your time allotment and organization. Stick to your time allotment and organization.

8.8. Avoid very absolute statementsAvoid very absolute statements when possible. when possible. A A qualifiedqualified statement connotes a philosophic statement connotes a philosophic

attitude, the mark of an educated person.attitude, the mark of an educated person.

9.9. QualifyQualify answers when in doubt. answers when in doubt. It is better to say “toward the end of the war” than to It is better to say “toward the end of the war” than to

say, “in 1756” when you can’t remember whether say, “in 1756” when you can’t remember whether it’s 1756 or 1776.it’s 1756 or 1776.


Essay Exam: Essay Exam: Writing & Answering Tips Writing & Answering Tips continuedcontinued

10.10. Stick to the facts unless you are Stick to the facts unless you are specifically asked your opinion.specifically asked your opinion.

11.11. State State evidence evidence to support each point.to support each point.

12.12. Be concise.Be concise.

13.13. ProofProof..


Key Chapter PointsKey Chapter Points

1.1. The key to performing at your peak in The key to performing at your peak in any test situation is preparation—the any test situation is preparation—the earlier you start the better. earlier you start the better.

2.2. Use time management to budget your Use time management to budget your study time and sustain your preparation.study time and sustain your preparation.

3.3. Use sound preparation strategies to Use sound preparation strategies to solidify what you learn.solidify what you learn.

4.4. Prepare yourself mentally and physically Prepare yourself mentally and physically through positive self-talk, visualization, through positive self-talk, visualization, and relaxation. and relaxation.


Key Chapter PointsKey Chapter Points continuedcontinued

5.5. The key to preparing and performing well on The key to preparing and performing well on different test formats is understanding the test different test formats is understanding the test mechanics and rehearsing what you’ve mechanics and rehearsing what you’ve learned by simulating the test format.learned by simulating the test format.

6.6. Study groups enhance and solidify learning.Study groups enhance and solidify learning.

7.7. All of the above will help to overcome or All of the above will help to overcome or eliminate test anxiety. eliminate test anxiety.


Making MistakesMaking Mistakes

““Flops are part of life’s menu. Flops are part of life’s menu. Everyone makes mistakes. Everyone makes mistakes.

High achievers learn by their mistakes. High achievers learn by their mistakes. By doing that, an error becomes the raw material By doing that, an error becomes the raw material

out of which future successes are forged. out of which future successes are forged. Failure is not a crime. Failure is not a crime.

Failure to learn from failure is.”Failure to learn from failure is.”

——UnknownUnknown


Being Being self-self-

disciplineddisciplined about about

learning learning actually actually

feels good!feels good!

Copyright © 2010 by Tapestry Press, Ltd. Chapter 8 Developing Test-Taking Skills It’s not only...

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