YOU TRY IT--Set a test time budget
DEVELOPING A SKIPPING STRATEGY
YOU TRY IT--Outlining an Essay Question
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Have you ever known someone who would brag by saying, "I hardly studied at all, I just showed up and took the test and got an 'A'." First of all, they are probably lying. Very few people can get high grades without a lot of hard work. However, some people seem to have a knack for taking tests. Even when they haven't studied as well as they should, they seem to be able to go into a test situation and do better than you. How did they learn to do this? Can I learn also?
There is a real science to taking tests, detailed and
extensive textbooks have been written on this subject. You can be taught
how to analyze the structure of the language used to help determine the
best answer or the analyze the probability of certain answers based on
the words used. You could spend countless hours learning how to do this,
but if you are like most students you do not have the time for it. With
years of testing experience you may be able to acquire the skills on your
own. In this workbook you will be taught several simple strategies that
are designed specifically for test-anxious students. They are ones you
should be able to recall even when you are very anxious. If you want to
learn more than is provided in this workbook, go to the library and check
out a book on test-taking skills.
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Simple Test Taking Skills |
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Developing a plan of action means that you map out in advance what you are going to do on a particular test, particularly how you are going to spend your time. If you can anticipate the kind of test that your instructor will give you can begin even before the test is distributed, but generally students start setting their plan the moment they receive the test. Do not start your test when it is first distributed, take a few moments and go through the entire test first and do the following:
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| Set a Time Budget. | Determine how much time you have to take the test, and allocate time for each section. Often students spend a lot of time on one section of a test and don't adequately cover another. The time spent should correspond to the point value of each section. If you have 50 multiple choice questions worth one point each, and two essays worth 25 points each, then spend equal time on each. |
| Decide Where to Begin. | You don't have to begin with question #1 and move in order, you can start any where you wish. It feels good to be successful, so start with a question that you can answer. |
Do you recall the experience of getting back a test, looking at a question that you missed and say, "I knew that, I just misunderstood the question!" Often we miss a critical word in a test question and it changes the meaning of everything. We are in a hurry to get through the test and we make silly mistakes. Starting with the directions for the test and going through each question, get in the habit of underlining key words with your pencil. Key words are those that are most significant or can change the entire meaning. For example, look at the following question with the key words underlined and an explanation in parentheses:
Test anxious students often have their minds go blank during a test. Which of the following is the best explanation for this phenomenon?("minds go blank" is the construct being requested. "best explanation" suggests that more than one answer could be true, you have to pick out the best.)a.) In preparing for the test the student has tried to remember too many facts and the brain can't handle the information overload.
(This suggests that the information going into the brain is the problem, possible, but not very likely)b.) Most test anxious students have poor study habits and don't know the material.
(Word "most" makes this an absolute type of statement, which is very hard to make true, even though it may be partially true.)c.) As a result of the excited physiological state there is reduced blood flow to certain parts of the brain, interfering with the thinking processes.
(The blanking described in the question is an internal brain process, this is the only item that is internal, making it THE BEST ANSWER.)
Words such as, "sometimes," "always," "never," "usually," "may," frequently give you clues about how to answer the question and can totally change the meaning if they are missed or misunderstood. But without trying to get too complicated, simply get in the habit of underlining what you think are the key words. It will keep you focused on the task at hand and will prevent some of those silly mistakes.
Try your hand at underlining now, by marking the key words in the following test questions:
1. Abraham Lincoln is regarded by the vast majority of historians as the greatest American President. TRUE or FALSE
2. One way to get the attention of your audience and relax yourself while giving a speech is to tell a joke. TRUE or FALSE
3. Which of the following is the most popular explanation of why the citizens and government of the United States felt they had the right to the westward expansion and settlement of lands during the 19th century.
a.) It was a challenge to see if it could be done.
b.) It was felt to be a God-given right of settlement.
c.) The territory was needed for economic growth.
d.) The Indians really didn't need all that land.
Answers: There can be several different interpretations to the questions, but here is what this author suggests.
1. "vast majority" and "greatest" are the key words. Some historians believe this, but it is hard to get the vast majority of historians to agree on anything, therefore it is FALSE.
2. "One way", "attention", and "relax" are key words. It doesn't even have to be the best way, so telling a joke could do this, TRUE.
3. "most popular explanation" and "felt they had the right" are important. This would have to be a fairly commonly agreed upon explanation and a,b, and c all are partially true (some people even felt d was true), but b is another way of phrasing the popular concept of "manifest destiny."
How did you do? Try it on your next test.
At times our mind set dictates that we complete one question before moving on to the next, and this pattern is hard to break. Usually we start with question #1, then go to #2, etc. But when we blank out on a question then we can't seem to get back on track. A more efficient way to work is to skip questions we cannot answer. The advantage to skipping is that we do not spend all of our precious time struggling with a question that we may never answer correctly anyway. How often have you gotten hung up on a few questions while never even getting to some questions that you probably could have answered.? One way to prevent this is to have developed a plan about how to skip questions. The following is what this author uses:
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| Answer the ones you know first | Read the test question. If you immediately recognize the answer or how to complete it, go ahead and answer the question. Under no circumstances should you ever return to this question. Go to the next question. |
| Try answering the ones of kind of know.
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If you think you know how to do it, go ahead and give it a try. If you are unsure of your answer when completed, put a "?" next to the item number. You will return to this question only if time permits. |
| Skip the ones you don't know at all.
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If you don't have the slightest idea how to proceed, place a "--" next to the question and skip it. You will return to this question after going through the test once. |
| Go back to the blanks | Once you have gone through the entire test and answered as many questions as possible, then go back to the items with a "--". These are the ones that were skipped completely. Sometimes in the process of taking a test your thoughts will be triggered and you can now answer these. Answer as many as possible. |
| Check the ones with question marks | After going through the skipped items then look at the ones with a "?" Change these answers only if you have a strong reason. You probably got it right the first time. If you are still unsure, leave the first answer. |
With the emphasis on communication skills in colleges and high schools today, more teachers are relying on essay and short answer tests. In many ways essay tests are much fairer than multiple choice tests because the student is not limited by the choices presented by the teacher. You can say what you want, as long as you can back it up.
| Points are normally award for essay exams based on: | The presence of key concepts or facts |
| The clarity of expression |
Explain the reasons why HOMELESSNESS has become such a great problem and how do people at large react to homeless people?
OUTLINE: Intro:What is homelessness.The extent of the problemReasons:Economic ProblemsDe-institutionalization of mental patientsReactions:Fear/AvoidanceChange in government policy.
Always been there, now more publicized.
Condescending or PatronizingConclusions:I recommend change of policies and social action.Social Action.
"Homelessness is the condition of being without a regular place to live. Most social service agencies define it as being without a place to live for ...................................."
The best way to acquire good test taking skills is to take lots of practice tests. Students who have been away from school for many years are often terrified of tests because they haven't had one in so long. This is a very natural fear and it usually disappears after trying their hand at a few. You can practice your test taking skills and study at the same time by doing practice tests.
With a practice test you simulate the real testing experience. Get a pad of paper, set up a timer, and go. If you have done a good job with practice tests then the real situation will not be as scary because "you have already been there." Some students will go as far as to take the practice test in the actual classroom. Practice tests are by far the most effective test preparation strategy. Where do you get the questions for your practice test? Try the following:
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| 1. Write your own. | It was mentioned in the "active reading" section that writing down test questions is a good way to concentrate on your reading and check your understanding. This is the most difficult, and the most effective way to get sample tests. |
| 2. Textbook supplements. | Most college textbooks will have a "chapter review" section at the end of each chapter with sample test questions. Some textbooks have optional supplements or student workbooks that have detailed sample tests. It is a good idea to buy one of these if it is available with your textbook. |
| 3. From your teacher. | Some (not all) teachers will give you old tests or provide a special review sample test, just ask. |
| 4. From your study group. | If you are working with a study group each of you can write a few questions, then pool them for a test. Take the test together, then grade and discuss your answers. |
1. Listen to Test Anxiety Step 6 (CD2 Track 4) and complete the log sheet.
2. Write a 10 item practice test from the textbook material or class notes from one of your classes.