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.
  • Test taking ppt (1)

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