TEST TAKING STRATEGIES

1. TEST TAKING STRATEGIES C.R. Doherty 2002 Quinsigamond Community College

2. BEFORE • Attend Class All the Time • Prepare by Studying on a regular basis beforehand. Avoid Cramming • Sleep - Being alert helps you to recall material • Eat Well- Avoid lots of caffeine and junk food. Eat a good protein based meal before the test • Relax - take a short walk, do deep breathing exercises

3. BEFORE • Don't let your classmate's anxiety become your own • Arrive Early • Organize your study area to reduce interference • Make sure that you have all the necessary materials before you begin studying • Summarize notes for studying • You should have 3-5 pages of key terms, ideas, and review materials

4. DURING • Look over the entire test first • Read each question carefully • If you block on answering one question, leave it for a while and return to it later • Ask your instructor for help in interpreting a test question that is unclear

5. DURING • Do easy questions first - then move on to the harder ones • Change answers only when you are certain • The answer which comes to mind first is often correct • Make sure you answered all questions • If you have any time left over, edit, check, and proofread your answers

6. AFTER • Analyze your test performance • What questions did you breeze through? What questions did you miss and why? • What can you do to improve your test performance? • Tutoring? • Better Study Schedule? • Reward Yourself

7. Strategies for Objective Tests • Multiple Choice • True/False and • Matching

8. Multiple Choice • Make sure the answer you choose answers the question • Eliminate the obvious wrong answers • Watch for absolute terms (always, never, no, none, every, entirely, only ...). Most of the time these answers are not correct • Look for answers that cancel out each other or are the same, and eliminate them • Often correct answers are the longest and most descriptive • Be cautious about changing your answer without a good reason. Your first "guess" is more likely to be correct

9. Multiple Choice • Do not linger too long on any one question. Mark your best guess and move on, returning later if you have enough time • Pay attention to the language used. Double negatives make the statement true. For example "not uncommon" actually means common. • When two very similar answers appear, it is likely that one of them is the correct choice • Use the process of elimination when you do not know the answer for sure. Eliminate two alternatives quickly and then make the decision between the two remaining • When numbers are in each alternative, choose the numbers that are in the middle range, not the extremes

10. True/False • There are generally more true questions on true-false exams than false. • If there is specific detail in the statement, it may also tend to be true. • For example, the statement "There are 980 endangered species worldwide" has specific detail and is likely to be true.

11. Matching • Examine both lists to determine the types of items and their relationships. • Take a look at both lists to get a feel for the relationships and build your confidence • Cross off items on the second list when you are certain that you have a match • Do not guess until all absolute matches have been made

12. Strategies for Essay Tests • Read the question carefully. Circle the verb and important words. Know what the instructor is asking. Look for key terms • Organize your thoughts. Write a short outline or a diagram on a separate piece of paper including a main idea, several supporting issues and examples to illustrate the issues • Keep track of time. Plan how long you can spend on each essay question • Write your answer clearly. Use correct grammar and punctuation. Avoid crossing out words or sentences, and don't smudge your paper. Proofread your answer

13. The following words are commonly found in essay test questions: • Analyze: Break into separate parts and discuss, examine, or interpret each part. • Explain: Make an idea clear. Show logically how a concept is developed. Give reasons for an event. • Evaluate: Give your opinion or cite the opinion of an expert. Include evidence to support the evaluation. • Summarize: Give a brief, condensed account. Include conclusions. Avoid unnecessary details.

14. Words commonly found in essay test questions: • Describe: Give a detailed account. Make a picture with words. List characteristics, qualities, and parts. • Define: Give the meaning; usually a meaning specific to the course or subject. Determine the precise limits of the term to be defined. Explain the exact meaning. Definitions are usually short. • Compare: Examine two or more things. Identify similarities and differences. • Contrast: Show differences.

15. Sources: • Study Skills Handbook, Northern Arizona University http://www.unc.edu/depts/unc_caps/TestTake.html#Test-Taking%20Strategies • University of North Carolina http://www.byu.edu/ccc/Learning_Strategies/test/strategy.htm • Brigham Young University http://www.southwestern.edu/academic/acser-skills-teststr.html • Southwestern University http://web.mit.edu/arc/learning/modules/test/testtypes.html • MIT

17. MULTIPLE CHOICE TEST 101 • See how well you are able to use multiple choice test strategies in situations where you may not know the answers to questions asked.

18. 1. In his famous study of infant baboons, Bourth showed that the effect of SAB was: The correct answer is d • a. they inevitably displayed a submission posture • b. all infants react with instant aggression • c. afterwards, they never showed affection for their mothers • d. they tended to isolate themselves from the group • e. they retreated in every case (Absolute terms are found in other answer choices)

19. 2. In your readings, Carter described a number of problems with the FAX theory. The most important of these was: The correct answer is a • a. it is inconsistent with DUM's law • b. it is explained in relatively simple terms • c. its superior predictive value • d. it appears to account for previously puzzling observations (Read carefully! All other answers are not problems.)

20. 3. When comparing LOK and ZIB, Hobson's experiments found that: The correct answer is b • a. LOK is easier • b. ZIB is easier • c. ZIB is more difficult • d. both a and b • e. both b and c (Answer choices a & c cancel each other out. d & e contradict.)

21. 4. Which of the following is best known for his classic study of memory in children: The correct answer is b • a. S. Bourth • b. R. Smith • c. Q. Bevem • d. H. Lawson • e. P. Jones (Clue for answer is found in question #9.)

22. 5. The result of Modin's study of KUK indicated that: The correct answer is c • a. all persons suffering from KUK are dangerous • b. no persons suffering from KUK are dangerous • c. the chance of a person suffering from KUK being dangerous is relatively small • d. KUK most often results from love deprivation (Answers a & b have absolute terms. Answer d is off the topic of the other three questions.)

23. 6. During the critical early years of childhood, the effect of BOF is: The correct answer is c • a. the children never learn to relate to others • b. juvenile delinquency in every case • c. a tendency toward speech difficulties • d. inevitable mental retardation (Absolute terms are found in other answer choices.)

24. 7. The Western state with the highest number of KUGS in 1951 was: The correct answer is a • a. Oregon • b. New York • c. Denver • d. Pennsylvania • e. Los Angeles (Read carefully! This answer is the only western state.)

25. 8. One difficulty in trying to teach DAK to children under twelve is that: The correct answer is e • a. most students forget easily • b. it includes advanced mathematics • c. it tends to be hard to remember • d. advance mathematics is involved • e. none of the above (Answers a & c and b & d cancel each other out.)

26. 9. The research of R. Smith shows that the effect of GIK on human memory was: The correct answer is c • a. people become more active in their everyday movements • b. relaxation increases up to a point • c. the children's recall is made more difficult • d. appetites generally improve • e. in most cases sex drive diminishes (The other answers have nothing to do with memory.)

27. 10. The effect of HIG on performance tests in college is: The correct answer is b • a. eye movements are associated with dreaming about 80% of the time • b. HIG reduces average performance • c. following HIG, scores tend to increase • d. HIG results in much lower scores in every case • e. most scores are higher after HIG • (The key word in the question is "on." Answers b & e deal with what happens after the test. Answer d has an absolute. Answer a is totally off the subject.)

28. Source: • Learning Assistance Center, Northern Arizona University

30. KEY: • 1. d (Absolute terms are found in other answer choices) • 2. a (Read carefully! All other answers are not problems.) • 3. b (Answer choices a & c cancel each other out. d & e contradict.) • 4. b (Clue for answer is found in question #9.) • 5. c (Answers a & b have absolute terms. Answer d is off the topic of the other three questions.) • 6. c (Absolute terms are found in other answer choices.) • 7. a (Read carefully! This answer is the only western state.) • 8. e (Answers a & c and b & d cancel each other out.) • 9. c (The other answers have nothing to do with memory.) • 10. b (The key word in the question is "on." Answers b & e deal with what happens after the test. Answer d has an absolute. Answer a is totally off the subject.)