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Test Taking

Test Taking. Lecture 3 “Developing Good Study Behaviors”. Introduction to Good Study Behaviors. Your success in scoring high on tests begins with _______________________. ____ & _____ you review will influence your test grades the most!!. Successful students use ___________ study

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Test Taking

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  1. Test Taking Lecture 3 “Developing Good Study Behaviors”

  2. Introduction to Good Study Behaviors Your success in scoring high on tests begins with _______________________. ____ & _____ you review will influence your test grades the most!! Successful students use ___________ study techniques while poor students are often crammers. Crammers tend to read desperately in a single night to cover everything that should have been studied in previous days…weeks… or over the whole semester.

  3. CRAMMING • Cramming causes • unnecessary pressure on • you and will make your • _____________ worse! • So, the _____ is yours: • choose to make test • taking strategies work • for you!

  4. Considerations for Good Test Taking *We’re going to talk about easy strategies that you can use… _____________… _____________… _____________… an important test to increase your chances for success!

  5. BEFORE THE TEST… In the weeks before the test… Follow a _________ diet: Brain activity depends on blood sugar. *NOT from donuts, candy, soda, etc. *Good sources of blood sugar include fruit juice, eggs, milk, etc. X

  6. In the weeks before the test… Be sure to get enough _____________! 7-8 hrs./night recommended Your thinking/reasoning skills will be _________ after a good night’s rest.

  7. In the weeks before the test… Get _________________! Your brain needs as much oxygen as it can get! Even simple movements increase oxygen to the brain.

  8. Just Before the Test… Come _______:

  9. Just Before the Test… Cope with __________ & nervousness! Refer to Lecture 1 Notes for tips on positive thinking and relaxation techniques.

  10. Just Before the Test… Arrive _________…why? Pay close attention to the __________ directions given by the instructor. Why do you think the verbal directions are so important?

  11. THE HOUR HAS ARRIVED… • You arrived to class early, & • you are ready—the test has • just been given to you. • Look over the whole test • ______ you answer anything. • Take mental note of the point value of each • question. • Budget your time, and plan to use up _____ of • the allotted amount of time for the test. • Do a “mind dump”—_____________________ • ___________________________________________ • ___________________________________________. • Outline your answers to essay questions—this • will help you get organized.

  12. NOW BEGIN THE TEST… • Read directions carefully…NEVER ________ you • know what the directions say. • 2.Answer easy questions first. • *This will build your _________________. • *It will also give you momentum to get through • the rest of the test. • 3.Go back to the difficult questions __________. • *Your subconscious mind has been working on • harder quest. while you were doing easier • ones.

  13. *Earlier items on test might give _________ to needed information on later items. 4.Answer ALL the questions…unless you are penal- ized for wrong answers. 5.Ask the instructor to explain any ____________ items. *Do not ask for answer. *Ask instructor to _________ the question. 6.Answer questions from the instructor’s point of view. 7.Use ___________ to explain why you chose a particular answer if question was unclear or if an answer seems ambiguous.

  14. DURING THE TEST… (continued) What can you extrapolate from this data? • Circle __________ in difficult • questions. • Try to express difficult • questions in your own words • without changing the meaning • of the question. • Use up ALL the time allowed for the test. *extra time…__________ questions again *students who leave early are NOT necessarily smarter…chances are they missed many questions or else they’re geniuses!!

  15. IT’S OVER!!! (whew!) • Write down all ______________ • questions so that when you get • your test back, you can check • to see if you got them right or • not. • If you feel that you should have been given • credit for an answer… • Be prepared to present a strong _________. • The instructor might concede the points to • you. • ______ all your tests for review for the bigger • tests. Often, ______ questions will be on major • tests but reworded or put in a different section.

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