Test
Taking Tips (for Parents)
1. Reassure
your child that he or she does not have to answer all the
questions correctly to pass. It is not expected that students
answer every question correctly.
2. Tell
your child to attempt to answer all of the questions and not
to leave any blanks. There is no penalty for guessing, and
students can get partial credit on the open-ended items.
3. Remind
your child that the test is important
4. Explain
to your child the importance of using time wisely. If your
child gets stuck on a question, encourage him or her to make
the best guess or place a mark in the test booklet by that
item and go back to it after finishing that section of the
test.
5. Make
certain your child gets a good night’s sleep and a good
breakfast before taking the test.
6. Try
to make the morning of the test a pleasant one. Do not add
to your child’s stress.
7. Get
your child to school on time the day of the test.
8. Remind
your child to listen carefully to the instructions from the
teacher and to read the directions and each question carefully.
9. Encourage
your child to stay focused on the test, even if other students
finish early.
10. Remind
your child that it is okay to mark in the test booklet as
a help in taking the test — i.e., underlining important
words. etc., but to mark all answers on the answer sheet.
Test
Taking Strategies
Examinations
are a fact of life in college. But the only time an exam should
be a trial is when you aren't prepared for it, and the best
sign that you aren't prepared is when you have to stay up
all night to "cram." Cramming won't do very much for you (except
make you so tired that when you take the exam you won't be
able to think clearly enough to answer the questions you DO
know).
Here are
some tips to help you develop test taking skills:
BEFORE
THE TEST
-
Start
preparing for your exams the first day of class. You can
do this by reading your syllabus carefully to find out
when your exams will be, how many there will be, and how
much they are weighed into your grade.
-
Plan
reviews as part of your regularly weekly study schedule;
consequently, you review over the whole quarter rather
than just at exam time.
-
Reviews
are much more than reading and rereading all assignments.
You need to read over your lecture notes and ask yourself
questions on the material you don't know well. (If your
notes are relatively complete and well organized, you
may find that very little rereading of the textbook for
detail is needed.) You may want to create a study group
for these reviews to reinforce your learning.
-
Review
for several short periods rather than one long period.
You will find that you retain information better and get
less fatigued.
-
Turn
the main points of each topic or heading into questions
and check to see if the answers come to you quickly and
correctly. Try to predict examination questions; then
outline your answers.
-
It
may seem "old-fashioned", but flashcards may be a helpful
way to review in courses that have many unfamiliar terms.
Review the card in random order using only those terms
that you have difficulty remembering.
DURING
THE TEST
There
are also some things to keep in mind when you are TAKING
the test.
-
First,
read the directions carefully!! Many points have been
lost because students didn't follow the directions.
-
Remember
to preview the test to see how much time you need to allot
for each section. If the test is all multiple choice questions,
it is good to know that immediately.
-
Work
on the "easiest" parts first. If your strength is essay
questions, answer those first to get the maximum points.
Pace yourself to allow time for the more difficult parts.
-
Find
out if you are penalized for incorrect responses. (This
is probably covered in the directions. If not, make educated
guesses. If there is a penalty, avoid guessing.
-
When
answering essay questions, try to make a outline in the
margin before you begin writing. Organization, clear thinking,
and good writing is important, but so is neatness. Be
sure to make your writing legible.
-
Save
time at the end of the exam to review your test and make
sure you haven't left out any answers or parts of answers.
This is difficult to do under the stress of exams, but
it often keeps you from making needless errors.
AFTER
THE TEST
-
If
the instructor reviews the exam in class, make sure you
attend. Many students choose to skip class of the day
of the review because "nothing is happening" that day.
On the contrary, this is an important class to attend
because it helps reinforce the information one more time
in long term memory. Even if you aren't interested in
the "learning" aspect of the class, it is an opportunity
to hear what the instructor was looking for in the answers.
This can help you on the NEXT exam.
Keep in
mind that there are things you can do before, during, and
after exams that will help you succeed in the class. You may
want to read and complete the Test
Taking Checklist to evaluate your development as a test-wise
student.
Source:
Robert L. Flagler, Assistant Professor
University
of Minnesota, Duluth
Used
with permission.
Strategies
for Answering Multiple Choice Questions
On multiple-choice
tests, certain strategies distinguish good test takers from
poor test takers. While you do need to know content included
on the test in order to do well, knowing some proven test-taking
strategies can help you get an even better score.
1.
Different types of Questions:
A. Questions
that require prior knowledge, e.g. poetic devices, literary
devices, parts of speech. (You can prepare for this by studying
literary terms and devices.)
B. Questions where no prior knowledge is required, e.g.
main idea, supporting detail, inference (and sometimes vocabulary
in context).
2.
General Strategies for Multiple-Choice Test Questions
A. Read
the question carefully, paying attention to the key words
of the question.
B.
Rephrase the question in your own words before attempting
to choose the answer.
C.
Eliminate incorrect answers first and select the best answer.
Process of elimination
o Answer might be too easy or too obvious
o Words used in an answer might be a different part of speech
o Words in an answer might have multiple definitions ...
the easier or more common definition is usually not correct
o Watch for words like always, never, except
o Be careful selecting answers that indicate extremes
o Look for key words in questions or examples that might
provide an answer, or other reference.
Select
the best answer
o There is no penalty for guessing; make your best guess;
do not leave an answer blank
o Use prior knowledge: words you know, prefix, suffix, roots,
foreign languages (especially for vocabulary in context)
o There can be two “right” answers; look at
diction
D.
If a question has you stumped or seems especially difficult,
skip it and come back to it later after you have finished
the easier questions.
E.
If you can eliminate at least two answers and still aren’t
sure, take a guess or come back to the question later. Then
go with the answer that seems right to you.
F. Go back to the most difficult questions after you’ve
answered all the others.
If
you still can’t eliminate any answers at this point,
GUESS.
Do Not Leave Any Answers Blank.
General
Strategies for Answering Multiple-Choice Questions Based on
Reading Passages
1. Preview
the passage and the questions. Read the title of the passage,
the directions, and any introductory material. Scan the passage
to get a feel for the type of writing it is, and the level
of difficulty of the material. Finally, read the questions
(but don’t worry about the answers at this point) to
help you focus your reading.
2. Read the passage
carefully. On many tests, especially standardized tests like
the MCAS, you are allowed to write on the test. Write notes
in the margins and underline information that you think will
help you answer some of the questions.
3. After you read
the passage, begin answering the questions. Use general strategies
above, but also remember to use the passage. Some questions
will not require you to reread any of the passage, but others
will. Go back to the passage to help you answer questions
when it’s called for.
4. When you choose
an answer for a question that’s related to something
in the passage, check the passage once more for evidence that
your answer is correct before selecting it.
Test
Anxiety
What
is Test Anxiety?
The term “test anxiety” refers to the emotional
reactions that some students have to exams. The fear of exams
is not an irrational fear - after all, how you perform on
college exams can shape the course of an academic career;
however, the excessive fear of exams interferes with your
ability to be successful in college.
What
are the Components of Test Anxiety?
There are three components of test anxiety. The physical component
involves the typical bodily reactions to acute anxiety: a
knot in the stomach, wet and trembling hands, nausea or “butterflies
in the stomach,” ache in the shoulders and back of the
neck, dry mouth, pounding heart, etc. The emotional component
involves fear or panic- as one student put it, “I become
completely unglued!” The mental or cognitive components
of test anxiety involve problems with attention and memory
-“My mind jumps from one thing to another” and
worry “I’m certain to fail”.
Technique #1: Loosen Up & Relax
One approach to reducing test anxiety is to learn how to relax.
It is possible for students to learn how to relax on cue,
so that anxiety can be controlled during the exam. Learning
how to relax is fairly simple, but if you want to be able
to do it on your next exam, you will have to practice it beforehand.
Follow these steps:
| 1. |
Get
comfortable in your chair - slouch down if that helps. |
| 2. |
Tighten,
then relax different muscle groups of your body, one group
at a time. Start with your feet, then move up your body
to your neck and face. |
| 3. |
Begin
breathing slowly and deeply. |
| 4. |
Focus
your attention on your breath going in and out. |
| 5. |
Each
time you breathe out, say "relax” to yourself. |
Technique
#2: Control Your Anxiety
A second approach focuses on reducing the negative and worrisome
thoughts that provoke the anxiety. Students who are anxious
about tests tend to say things to themselves that are negative
or exaggerated. Research shows that test anxiety can be reduced
if these negative thoughts can be replaced by constructive
thoughts. In order to do this, you must first become aware
of your own thoughts, and then replace them with constructive
thoughts. For example, rather than “If I do badly on
the test, I’m a failure”, replace it with “Yes
this is a difficult test. I am going to do the best I can.
If I get a low grade I will do what it takes to perform better
next time.”
Is
it Anxiety or Study Habits?
Students may blame test anxiety for poor performance on exams.
This poor performance may be a lack of preparedness for a
test (which causes anxiety), rather than classic test anxiety.
Be sure to be well prepared.
Before
the Test
| 1. |
Discuss
test content with instructor and classmates. |
| 2. |
Develop
effective study and test preparation skills. |
| 3. |
Spread
review over several days rather than cramming |
| 4. |
Intensive
review should be done a few days before test. |
| 5. |
Review
text, notes, and homework problems. |
| 6. |
Use
3x5 cards for learning specific concepts or formulas. |
| 7. |
Take
a practice test under exam-like conditions. |
| 8. |
Continue
regular exercise program. |
| 9. |
Get
sufficient rest. |
During
the Test
| 1. |
Read
the directions carefully. |
| 2. |
Budget
your test taking time. |
| 3. |
Change
positions to help you relax. |
| 4. |
If
you go blank, skip the question and go on. |
| 5. |
If
you’re taking an essay test and you go blank on
the
whole test, pick a question and start writing. It may
trigger the answer in your mind.
|
| 6. |
Don’t
panic when students start handing in their
papers. There’s no reward for being the first done.
|
Source: UNIVERSITY
OF TEXAS AT DALLAS
STUDENT COUNSELING CENTER
Used with permission.
Parent
Involvement
Of
course, you want your child to get the best education possible.
But once he or she walks through the school doors, how do
you make sure he or she’s learning? You might believe
it’s the teacher’s responsibility. But in fact,
you can make sure your child gets the most out of school by
being involved,
You need
to send a clear message to your children: Education
is important to our family.
Studies
show that when parents get involved in their children’s
education, good things happen. Grades and test scores improve.
Children become more likely to pass and go to better colleges.
They develop better social skills, their self-esteem rises,
and they become less likely to use drugs and alcohol.
Here
are 10 ways to get involved and ensure your child gets the
most out of his or her education. These simple steps will
make a powerful difference for your child.
Prepare
Your Child to be Ready to Learn
Studies show that children who eat breakfast do better in
school. Like your involvement, breakfast doesn’t need
to be elaborate. A bowl of cereal with milk can be a quick
part of breakfast, providing essential vitamins and minerals
that allow your child to start the day right.
Avoid
the morning rush. Set out clothes the night before.
Gather books, pencils and other school needs together, too.
Get your child to class on time. Children who run late have
a hard time settling down, so build in a 10-minute cushion.
Make
sure he or she gets plenty of rest. Set a regular
bedtime and stick to it. Nobody functions at peak capacity
when overly tired.
Open
Lines of Communication. Talk with your child
about school. Help with homework. Keep up with school
announcements and events. Make
this part of your daily life. Talk
with the teacher. If your child is struggling with homework,
drop the teacher a note. Don’t just communicate twice
a year at parent-teacher conferences.
Attend
school family events. Simple, fun activities like
the Fall Carnival, the spaghetti dinner and the Spring Fling
create a connection between home and school that has long-term
benefits for your child.
Pitch
In. Volunteer your time. You don’t have to
make a huge commitment. An hour per semester makes a difference.
Look
for creative ways to volunteer such as helping in
the classroom, planning a family night, decorating bulletin
boards or welcoming families new to your school. There are
dozens of jobs to be done; ask for one to fit your interest!
Volunteer
where it fits into your schedule. You don’t
have to be at school during school hours to help. There are
jobs you can do at home, on weekends, after hours, and at
your own pace. Ask the parent group leader at your school
about off-hour opportunities.
Don’t
delay. Start getting involved today. The sooner you
do, the
sooner you, your child, and the school will benefit!
Source:
www.americalcerealcouncil.org
P-I-R-A-T-E-S
| P |
Prepare to do a good job:
1. Practice tests.
2. Computer activities.
3. Good rest.
4. Good meal.
5. Relax.
|
| I |
Inspect the instructions:
Read all instructions and underline how and where to answer.
|
| R |
Read, remember and reduce:
Read the whole question. Remember it with memory strategies
and reduce your alternatives
|
| A |
Answer or abandon:
If you know the answer, write it. If you are not sure,
use a check mark in the margin.
|
| T |
Turn back:
Go back to abandoned items at the end of the test and
tell yourself to earn more points.
|
| E |
Estimate:
Estimate your answers.
|
| S |
Survey:
Survey the test to be sure all items are answered and
switch answers only if you are sure they are wrong.
|
| |
|
Source:
Sun City Elementary School
Used with permission.
For
more information,
and for tips and practice with LEAP and CTB testing,
visit the Louisiana Department of Education.
|
