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Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
Test taking ppt (1)
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Test taking ppt (1)

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  • Power verbs are shown on the “Twelve Words” page of the planner.Sometimes test-makers use words that are not the same as the words used in the curriculum. For example, one test asked students to identify the “modifier” in the sentence instead of using the term “adjective” – the word the students learned.
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    • 1. Test Taking Strategies
      Why, What, How
      Nancy BlairHSTW Consultantnancy.blair@sreb.org
    • 2. What do tests measure?
      Knowledge of content
      Test taking skills
    • 3. Test-Taking Strategies
      Objectives
      • Why – the impact of teaching test taking strategies to students
      • 4. What -- effective test taking strategies
      • 5. How – ways to teach strategies to students
    • Test-Taking Strategies
      “Improving test taking skills and knowledge of students is one of the quickest ways to improve test scores.” (Weller & Weller, 1998)
    • 6. Test-Taking Strategies
      Habits of Success
      What are the HABITS that help students . . .
      Create Relationships
      Study, Manage Time, and Get Organized
      Improve Reading and Writing
      Improve Mathematics Skills
      Set Goals and Plan for the Future
      Access Resources
    • 7. Test-Taking Strategies
      For BEST Test Preparation
      Provide quality instruction throughout the year
      Teach Test Taking Strategies and monitor use by students
      Practice Ethics in Test Preparation
      Teach HOW to test, not specific test items
    • 8. Test-Taking Strategies
      All Students Benefit
      Test strategies benefit all students but especially:
      20% who are high test anxious
      Helps low achieving students from low socio-economic backgrounds:
      Minorities
      ESL students
      Learning disabled students
    • 9. Test-Taking Strategies
      1. Achievement tests evaluate 2 kinds of knowledge: subject matter and how to take a test.
      2. Students may know the material evaluated by the test, but if they do not know how to take the test they may perform poorly.
      3. Problem solving approach to learning test taking skills and strategies in a workshop format is best way.
      4. When we teach specific test strategies, the likelihood that tests will act as barriers to students’ academic opportunities will decrease as ease with testing familiarity improves.
      Testing
    • 10. Test-Taking Strategies
      High Stakes Tests
      • Explain the importance of doing your best on the test:
      • 11. Student placement decisions
      • 12. Access to some courses
      • 13. Reputation of school
      • 14. Community property values
      • 15. School funding decisions
      • 16. Balance the emphasis on the importance of the test by frequently reassuring the students they will be well prepared through quality classroom instruction.
    • Test-Taking Strategies
      Three ways to overcome test anxiety:
      Teach students test strategies
      Use cooperative groups at learning and practice time
      Create a positive environment
    • 17. Test-Taking Strategies
      Relieving Anxiety
      Relaxation techniques: deep breathing and tensing and relaxing muscles
      Visualization
      Positive affirmations (self-talk)
    • 18. Test-Taking Strategies
      Test Taking Strategies
      How to understand test directions and test format
      How to deal with unnecessary information
      Comprehension strategies for reading
      Multiple choice questions
      Budget time wisely
      Educated guesses
      Check the test
    • 19. Test Taking Vocabulary
      Teach the “power verbs” often seen on tests.
      Review released test items and compile a list of confusing terms students might encounter.
      Test-Taking Strategies
      13
    • 20. Test-Taking Strategies
      P.I.R.A.T.E.S.
      • P. Prepare to succeed (P.A.S.S.)
      • 21. I. Inspect the instructions (R.U.N.)
      • 22. R. Read, remember, reduce
      • 23. A. Answer or abandon
      • 24. T. Turn back
      • 25. E. Estimate or guess (A.C.E.)
      • 26. S. Survey or look back
    • Test-Taking Strategies
      P.I.R.A.T.E.S.
      P. Prepare to succeed (P.A.S.S.)
      P – Put your name and PIRATES on the test
      A – Allot time and order to the test
      S – Say your affirmations
      S – Start the test within 2 minutes
    • 27. Test-Taking Strategies
      P.I.R.A.T.E.S.
      A – Allot time and order to the test
      On classroom tests that have different types of questions with different point values in different sections, this is especially important.
    • 28. Test-Taking Strategies
      Affirmations
      Teach students about “self-talk”
      “I will stay calm.”
      “I will pass this test.”
      “I will be positive about this test.”
      Don’t forget to give affirmations often
      “I know you can do this; you are well prepared.”
      “We have worked very hard this year and you really know this material.”
    • 29. Test-Taking Strategies
      P.I.R.A.T.E.S.
      I. Inspect the instructions (R.U.N.)
      R – Read the instructions carefully
      U – Underline what to do and where to respond
      N – Notice special requirements
    • 30. Test-Taking Strategies
      P.I.R.A.T.E.S.
      I. R.U.N. Example
      Circle the letter next to the most appropriate choice.
      Write “T” in front of statements that are true. Write “F” in front of statements that are false.
    • 31. Test-Taking Strategies
      P.I.R.A.T.E.S.
      • R. Read, remember, reduce
      • 32. Read the whole questions
      • 33. Circle or underline important information; cross out unnecessary information
      • 34. Remember what you studied
      • 35. Make notes in the margins
      • 36. Reduce the choices
      • 37. Cross obviously wrong answers
    • Test-Taking Strategies
      P.I.R.A.T.E.S.
      • R. Read, remember, reduce example:
      Cars, buses, and trainsa) are all green in color
      b) are built of wood c) are forms of land transportation
      d) are slow
    • 38. Test-Taking Strategies
      P.I.R.A.T.E.S.
      • A. Answer or abandon
      • 39. Answer the question or abandon for the moment
      If you abandon a question, lightly mark the item left of the number on the answer document so you remember to come back to it.
    • 40. Test-Taking Strategies
      P.I.R.A.T.E.S.
      • A. Answer or abandon example:
      Working conditions during the early paleonic period werea) always fair
      b) never fair c) usually fair
      d) never dangerous
      Abandon!
    • 41. Test-Taking Strategies
      P.I.R.A.T.E.S.
      • T. Turn back
      • 42. After you finish the test, go back and answer the abandoned items
      • 43. Sometimes you may find additional helpful information in other test items
    • Test-Taking Strategies
      P.I.R.A.T.E.S.
      E. Estimate or guess (A.C.E.)
      A – Avoid absolutes
      C – Choose the longest or most detailed choice.
      E – Eliminate similar choices*
      *This is tricky! A) 12 inches B) one foot C) 18 inches A) numbers B) even numbers C) fractions
    • 44. Test-Taking Strategies
      P.I.R.A.T.E.S.
    • Test-Taking Strategies
      P.I.R.A.T.E.S.
      • E.Estimate or guess (A.C.E.)
      Working conditions during the early paleonic period werea) always fair
      b) never fair c) usually fair
      d) never dangerous
    • 61. Test-Taking Strategies
      P.I.R.A.T.E.S.
      The average length of the four-toed cremuth isa) one foot
      b) twelve inches c) three feet
      d) eighteen inches
    • 62. Test-Taking Strategies
      P.I.R.A.T.E.S.
      S. Survey or look back
      Survey to ensure ALL questions are answered.
      Switch an answer only if you’re sure.
    • 63. Test-Taking Strategies
      Teaching Your Students
      In some state, students can write on the test booklets; teach them to take advantage of the opportunity.
      Decide as a team who will teach which strategies.
      Routinely apply practice strategies to practice materials and on classroom assessments.
      Decide which strategies ALL teachers will expect students to use on classroom assessments or CRT practice items.
    • 64. Test-Taking Strategies
      Teaching Your Students
      Give bonus points for use of thePIRATES strategy
      If using workbooks that can’t be written in, run off some questions for practice OR have students copy a question on to paper then use the strategy.
      Practice, practice, practice analyzing the logic of test items –
      What are the key words in the item?
      Why are some answers NOT correct?
      How could you eliminate some choices?
    • 65. Test-Taking Strategies
      Packets of Information
      Guidelines for various types of test items
      Tip sheet – “Eight Ways to Prepare Students for High-Stakes Tests”
      PIRATES Test Taking Strategy and bookmark template
      Twelve Words chart
      Test of Franzipanics
    • 66. Test-Taking Strategies
      Test of Franzipanics
      With a partner, apply the strategies we have discussed and try to figure out the correct answer for each item.
      Let’s use the A.C.E. strategies
      A – Avoid absolutes
      C – Choose the longest or most detailed choice.
      E – Eliminate similar choices
    • 67. Test-Taking Strategies
      Test of Franzipanics
      1. The purpose of the cluss in furmpaling is to remove
      a. cluss-prags c. cloughs
      b. tremalis d. plumots
      No
      No
      No
      A.
      C.
      E.
      No clues using A.C.E., so look for information in the stem to appear in the answer choices.
    • 68. Test-Taking Strategies
      Test of Franzipanics
      2. Trassig is true when
      a. lusp trasses the vom
      b. the viskal flans, if the viskal is donwil or zortil
      c. the belgo frulls
      d. dissles lisk easily
      A.
      C.
      E.
      No
      Yes
      No
      Some people pick a. because of the appearance of the root “trass.”
    • 69. Test-Taking Strategies
      Test of Franzipanics
      3. The sigla frequently overfesks the trelsum because
      a. all siglas are mellious
      b. siglas are always votial
      c. the trelsum is usually tarious
      d. no trelsa are feskable
      A.
      C.
      E.
      Yes
      -----
      -----
    • 70. Test-Taking Strategies
      Test of Franzipanics
      4. The fribbled breg will minter best with an
      a. derst c. sorter
      b. morst d. ignu
      No
      No
      No
      A.
      C.
      E.
      Look for other clues – the answer has to start with a vowel.
    • 71. Test-Taking Strategies
      Test of Franzipanics
      5. Among the reasons for tristal doss are
      a. the sabs foped and the foths tinzed
      b. the kredges roted with the orots
      c. few rakobs were accepted in sluth d. most of the polats were thonced
      No
      No
      No
      A.
      C.
      E.
      Look for other clues – the answer should be plural.
    • 72. Test of Franzipanics
      6. Which of the following (is, are) always present when trossels are being gruven?
      a. rint and vost c. shum and vost
      b. sot and plone d. vost
      No
      No
      Yes
      A.
      C.
      E.
      Test-Taking Strategies
    • 73. Test-Taking Strategies
      Test of Franzipanics
      7. The mintering function of the ignu is most effectively carried out in connection with
      a. a raxma tol
      b. the groshing stantol
      c. the fribbled breg
      d. a frally sush
      No
      No
      No
      A.
      C.
      E.
      Look for other clues – refers back to #4
    • 74. Test-Taking Strategies
      Test of Franzipanics
      8.
      a. c.
      b. d.
      Huh?When all else fails, look at the pattern of the answers:
      1-A; 2-B; 3-C; 4-D;5-A; 6-B; 7-C; 8-?
    • 75. Test-Taking Strategies
      In Closing
      “It becomes apparent that to even up the score, we should teach all students how to take tests. That’s right; test-taking skills can be learned—if you make it your business to teach them.”
      Campanile, 1981

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