2. Explore how people respond to fears
Discuss how test stress affects adult learners.
Examine principles for helping your students
fight test stress;
◦ Helping them readjust their
perspective
◦ Demystifying the testing process
◦ Building test stress resilience
3. Common myths about tests.
How to combat negative self-talk (the
negativity monster) with the TRUTH!
What to do before the test.
What to do during the test.
What to do after the test.
Good general tips.
4. Work with your group to list some fears that
you have and how you deal with it.
5. What makes me nervous?
Bats!
What do I do about it?
I avoid them. I don’t watch them on TV. If I
get close to a bat, I get someone else to deal
with it. When there was the bat report at the
library, I stayed away.
6. What makes my husband nervous?
Crossing high bridges.
How does he handle it?
We used to switch drivers, and I would
drive across the bridge. He would also try to
avoid those bridges, but in the last several
years, with his wetland protection volunteering,
he had to deal with bridges. He now can drive
across the Chesapeake Bay Bridge without me.
7. What do your examples
and my examples show
about dealing with
things that scare us?
8. Very likely, your adult learners struggle with
some form of test anxiety (which I call test
stress). An estimated 20-36% of school kids
have some form of test stress, and it does tend
to be more pronounced among minorities and
females.
10. Previous negative experience with
tests and schooling!
Negative self-perception of their
abilities
Mystified about the test and its
implications
Never having been taught how to take
a test
Learning differences
11. Too often, we do not address this issue
proactively or devote the sustained training
needed to help our learners.
Over the next several slides, I will show you
how I communicate with learners about:
Adjusting their perceptions
Demystifying the testing process
Building test stress resilience
(desensitizing)
12. As you see the next several slides, identify
the methods I use to
◦ Help learners change their perception
◦ Demystify the test process
◦ Build Test Resilience
Also, note how you are doing these things with your
learners now.
13. True or False:
Tests prove how smart you are.
On a standardized test, you should only
answer the questions you know.
You may know how to do a task, but
answering a test question about that task can
still be difficult.
A multiple choice test is the best way to
figure out if someone knows something.
14. True or False:
Test anxiety is very common.
Because you are sitting and just thinking, test
taking does not take much energy.
You cannot learn anything from the answers
you get wrong on the test.
You have to get every question right.
15.
16. List the favorite things that your negativity
monster likes to say.
If you want, draw a picture of your negativity
monster and give him/her/it a name!
When you are done making a list, we will
share some things our negativity monsters
say to us.
17. The best way to fight negative self-talk is with
truthful positive self-talk.
Write down some TRUTHS about you!
18. The best way to fight negative self-talk is with
truthful positive self-talk.
I am BRAVE!
I am learning a lot.
I have abilities and talents that I can share.
19. This helps learners identify the negative self-
talk and how it holds them back.
This exercise also helps learners know they
are not alone with this problem.
Learners also receive encouragement and
know why it is important. This type of
cheerleading on our part is very important
because, we have to counteract previous
damage (7 to 1) and we may be among the
very few who give the learners
encouragement.
20. Keep in mind that getting ready for a test is
like getting ready for an athletic competition!
You build up your strength and endurance
over time.
Along with learning the content for the test,
learn the rules of the test and how to be
strategic. (A basketball player has to bring
more than skill to the game, he must also
know the rules and be strategic.)
21. Learn as much as you can about the test. Good questions
include:
How much time do you get?
How many questions are on the test?
Are all the questions multiple choice? How many answer
choices for each question? What other type of questions
are there?
How many questions do you need to get right to “pass” or
to move up to a higher level in your program? (This may
be expressed as a percentage rather than a number)
Are all the questions wort the same number of points?
Will the questions get harder as you go through the test?
22. Most tests use Multiple Choice.
Read the question carefully and choose the
answer that is most clearly right.
When you don’t know the answer, see if you
can eliminate 1 or 2 clearly wrong answers,
and make an educated guess from what
answers remain.
23. Answer every question. NO answer means NO
chance of getting the answer right. A random
guess gives you a 25% chance of getting a
correct answer on a question with 4 choices.
Avoid overthinking or “second guessing.” (By
the way, smart people do this all the time.) If
you start second guessing yourself, pick the
first answer you chose, and MOVE ON.
24. Pace yourself. If you have 30 minutes to answer
60 questions, figure out how much time you have
per question. Ex. 30 ÷ by 60 =1/2 minute.
For reading passages, read the questions first
and use them to plan your reading to find the
answer. Think about what type of question it is.
If a math question looks too hard at first, take a
breath and then break it down. It may be simpler
than you first thought.
On a math question, if your answer does not
match any of the choices, reread the problem to
make sure you understand it.
25. With Reading Questions, here are the main
types:
Main Idea. The test use other words like
“main purpose.” Here you need to be able to
identify the overall point of the reading. Best
places to find this will be in first and/or last
paragraphs
Detail. Here you need to find a specific detail.
Scan through for the detail using key words
from the question.
26. With Reading Questions, here are the main
types:
Inference: These can be hard, but here you
must identify a logical conclusion from what
the author has written. If you feel stumped,
eliminate clearly wrong answers and make an
educated guess.
Use of word: This question will ask you the
meaning of a word used in the passage. Most
often, it will not be the most common use of
the word.
27. Fill in the blank – indentify the one best word.
Make sure it is the right part of speech. Read
the sentence to yourself to make sure it
makes sense.
True/False – Not used as much. Statements
that use words like “always” and “never” are
probably false. Do not overthink.
Essay and short answer-Make sure you
understand the question. Organize your ideas
and then write. Do a quick check for spelling,
grammar, and punctuation. Watch your time.
28. Adjust your perspective on the test. While the
test may measure some of your knowledge,
the test cannot measure you! A test may be
important, but how you do on a test does not
determine how worthwhile you are.
Access practice questions that are written like
the test you are going to take, and use those
questions. The more you practice, the more
comfortable you will get. For very important
tests, like the GED, Driver’s License test, try
to practice 2-3 questions each day.
29. The night before the test, get a good night’s
sleep. Try not to schedule anything stressful
in the days before taking the test.
Eat a decent breakfast before the test. Take
along a snack for yourself if you are taking a
long test.
Have your needed supplies ready to go the
night before. This may include Photo ID.
30. Arrive a few minutes early to be settled.
Keep in your mind, a mental picture of
yourself doing well in your head.
Dress up a little if it makes you feel more
confident.
Wear a watch so you can track your time.
Read the directions carefully.
31. Remind yourself that you have been learning
a lot.
When you start to feel nervous, take deep
breaths and remind yourself about the
TRUTH!
If a question looks complicated, take a couple
deep breaths, and take another look. It may
look clearer on the next read.
Remember that the goal is to get as many
right as possible, not to get all questions
right.
32. Pace yourself. Do not spend too much time
on any one question.
Mark questions that you want to revisit.
If you have time at the end, go back and
check, but do not second guess yourself.
If your hand starts cramping up, relax it and
stretch it.
If you have breaks, get up and stretch.
33. Congratulate yourself on doing the test. A lot
of people don’t have the courage to do this,
but you DO!
Do something nice for yourself to celebrate.
Later, if you have a chance to go over the
test, try to learn from the wrong answers. If
you need to learn something more, make a
plan. Keep practicing your test strategies.
34. As you study for tests, picture yourself
succeeding on the test.
Keep some TRUTHS written down nearby to
fight the negativity monster. Read them aloud
if the negativity monster starts talking.
Find cheerleaders for your life. Your
instructors are here to cheer you along. We
can remind you about the TRUTH when the
negativity monster is too loud. Lean on
supportive, positive family members and
friends.
35. As you study, take a stretch break every ½
hour or so.
Find fellow students to study with and to be a
support system.
Learn relaxation strategies, such as breathing
exercises.
READ. Read books that interest you and build
your vocabulary.
If anxiety continues to be overwhelming,
don’t be afraid to seek help from a
professional.
37. Negativity Monster
Understanding what the test measures and
does not measure.
Affirming their other skills.
38. Discussing with the student what to expect at
the testing situation.
Helping them plan how to handle the
stressful elements of the test.
Explaining to the extent possible the nature
of the test and its purpose!
As soon as is reasonable, share the score.
Keep the score in context of all the learning.
(I would share the score as part of an overall
evaluation at the end of the term.)
39. Practice opportunities, both short spells and
dress rehearsal.
Teaching and re-teaching the strategies.
Using the TRUTHs!
Teaching destressing techniques.
40. What one or two things will you now do to help
your learners manage test stress?
Write notes to yourself, and then those who
want to, can share their responses.
41. This booklet is designed for adult learners.
Please use as appropriate with your learners.
If you would like to order an electronic,
reproducible booklet, please let me know.
Customization is also available.
42. Thank you for having me today. If you want
more information, please contact me:
Cynthia M. Campbell, EdD
443-755-0820/443-6761383
cmcampbell@GoldAppleServices.com
