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.
Test Taking Strategies Why, What, How Nancy BlairHSTW Consultantnancy.email@example.com
What do tests measure? Knowledge of content Test taking skills
Test-Taking Strategies “Improving test taking skills and knowledge of students is one of the quickest ways to improve test scores.” (Weller & Weller, 1998)
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
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
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
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
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
Test-Taking Strategies Relieving Anxiety Relaxation techniques: deep breathing and tensing and relaxing muscles Visualization Positive affirmations (self-talk)
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
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
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
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.
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.”
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
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.
After you finish the test, go back and answer the abandoned items
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
Working conditions during the early paleonic period werea) always fair b) never fair c) usually fair d) never dangerous
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
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.
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.
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?
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
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
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.
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.”
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 ----- -----
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.
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.
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
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
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-?
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