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Helping Students Learn To Be Test Savvy!

Helping Students Learn To Be Test Savvy!. Improving the Performance of Students Who Are Struggling With Test Taking Skills!. Understanding “How” to take a test!. Knowing the How is almost as important as knowing the What!.

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Helping Students Learn To Be Test Savvy!

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  1. Helping Students Learn To Be Test Savvy! Improving the Performance of Students Who Are Struggling With Test Taking Skills!

  2. Understanding “How” to take a test! • Knowing the How is almost as important as knowing the What!

  3. Settling In!Students need to be focused, calm, and ready for the test BEFORE they jump in. • Focusing Energy & Deep Breathing • C~ Close My Eyes • 3 ~ Take 3 Deep Breaths • S~ Remind myself of the strategies I will use on the test • R~ Relax • ~C3SR • Last thing pick up pencil

  4. Attitudes and Expectations / Self Talk • Affirmations~ An affirmation is a positive statement asserting that a goal of the speaker or thinker wishes to achieve is already happening • Self talk is critical to how a student approaches a test. • Positive affirmations will help students achieve their best.

  5. Positive Affirmations • “I see myself answering every question using all the skills that I have been taught.” • “When I get stuck, I do not have to panic. I know how to help myself. I will use my strategies to help me do my best.”

  6. Pacing and Mental Fatigue • When students don’t understand Pacing they will: • Rush through test • Not finish the test on time • Spend too much time on one item or section of the test • Get frustrated and give up

  7. Practice Pacing:Use pacing throughout the entire school year ~Set a timer for daily instruction ~ Help students learn to set pacing goals ~Help students learn to use the class clock as a pacing tool (Divide clock into 15 minute intervals to pace themselves when testing)

  8. Mini Breaks • Provides students with brief periods of rest • Increases Students’ “Sustained Attention Threshold” (Length of time you can pay attention before burn out) • Best when designed as a routine or procedure that helps students refocus and return to taking the test • No Longer than 30 seconds/ C3SR Last thing they do is pick up their pencil

  9. Using the Cover Sheet as a Thinking Tool • Jot down anything you think you may forget or get confused about as you start getting tired • Jot down the number of any skipped questions for quick reference • Continue to add information as needed • Record ideas that are triggered by questions as they test

  10. Cover Sheet Reading Brain Drains • Plot/ Mood/ Fact/ Opinion/ Fiction/Nonfiction • Author’s Purpose • Genre

  11. My Reading Scores

  12. Math Brain Drain • Multiplication Charts (Use Graph Paper to make multiplication chart) • Big “G” • “Y” • Area & Perimeter equations

  13. Problems with the Cover Sheet • Students do not know how to decide what is important information-they write down everything • Visual Clutter- cover sheets are not organized so students can not easily refer back to it for help

  14. Managing the Cover Sheet • Fold in math to use each block for each problem • Everything should have a place • Data Storage Center ~ DSC • Use as a manipulative tool: Tear it Up! Bubble Sheet Marker & Multiplication Sheet Marker

  15. Managing the Bubble Sheet • Using a place marker to help reduce mental fatigue • Clustering to increase accuracy and reduce mental fatigue: a form of a Mini Break • Stop to Bubble after you answer each passage or after each page of the math test. Cluster answers per page! • Write answers to the side of each question in capital letters to reduce bubbling errors • ~When transferring answers from • test booklet to bubble sheet, it should • be done from top to bottom not side to • side.

  16. “Gotcha” • Teach students about Sharks in multiple choice test • Sharks are terms or phrases that may eat you and make you die on the test. • Terms like: not, most likely, however, but, except, all • Beat the Shark • Shark Bulletin Boards • What’s the correct ACTION? • Slash and Trash (Eliminating answers 50/50)

  17. Test Taking Skills for Reading Comprehension • Dissecting the Questions: Revealing the Secrets • Four reasons we read: for pleasure, for information, to learn, and to answer questions on the test

  18. Restatements and Key Lighting • Read questions first • Read each question twice (1st time for fun and the next time to find out what it’s asking you and to key light key words or terms) • Use colored markers to box in key words in questions

  19. Restatements • A restatement requires the reader to translate key terms and phrases from the question into their own language to show they understand what they are reading. • Restate key terms in questions and answers and restate as a true statement.

  20. Other Ideas • Use of colored overlays If a student reads all over the place, you may want to try using colored overlays. ~ Use of colored paper If students are experiencing handwriting issues. www.dyslexiacure.com

  21. For More Information: RAE Educational Services, Inc. Nancy L. Gryder, Ed.S. PO Box 47 Bakersville, NC 28705 Email: raeedu@aol.com

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