This document provides tips for improving test-taking skills and reducing anxiety. It recommends scheduling reviews of material throughout the course instead of one marathon session. When taking the test, students should answer easy questions first to build confidence and look for opportunities to incorporate later questions into earlier answers. The document also provides strategies for objective and essay exams, such as reading exam directions carefully, skipping hard questions to return to later, and outlining answers before writing essays.
This one is a great presentation by a great person ABBAS HUSSAIN. He is a real worthy person. A great teacher and an attractive spoker.
Visit www.tdc.edu.pk
This one is a great presentation by a great person ABBAS HUSSAIN. He is a real worthy person. A great teacher and an attractive spoker.
Visit www.tdc.edu.pk
This is short presentation for any type of students who want to do better in any examinations. The points mentioned in the presentation are very vast in nature, though I have tried them at very introductory level. The Students or Teachers can give extra information about them. It is also possible that some necessary points or elements may have missed from the presentation. Those will be added in the next Presentation !!
Learning Objective: Investigate test-taking skills to achieve higher assessment scores
Being prepared for tests is not an easy process. Even if you are prepared, tests can still make you feel anxious. Why is being a good test taker so important in college? In colleges and universities, much of a student’s grades are based on quiz and test performance. Doing well on these tests is typically a major indicator of your subject matter knowledge and a good indicator of how you would perform in the workplace. Having good test scores will jumpstart your career. In this seminar, we will address test-taking and test preparation tips and strategies for college-level tests. Applying helpful test-taking and test preparation skills addressed in this seminar, such as writing down everything you remember, reading the directions, browsing the test questions, putting together a plan, and making an educated guess, will teach you how to prepare for and perform well on any test so that you feel confident that you’re bringing your testing A-game.
At the end of this seminar, participants will be able to:
a. Review the factors that limit achieving higher college assessment scores.
b. Identify practices for dealing with test anxiety.
c. Measure the validity of current test-taking methods.
d. Generate more efficient techniques for improving assessment scores.
This is short presentation for any type of students who want to do better in any examinations. The points mentioned in the presentation are very vast in nature, though I have tried them at very introductory level. The Students or Teachers can give extra information about them. It is also possible that some necessary points or elements may have missed from the presentation. Those will be added in the next Presentation !!
Learning Objective: Investigate test-taking skills to achieve higher assessment scores
Being prepared for tests is not an easy process. Even if you are prepared, tests can still make you feel anxious. Why is being a good test taker so important in college? In colleges and universities, much of a student’s grades are based on quiz and test performance. Doing well on these tests is typically a major indicator of your subject matter knowledge and a good indicator of how you would perform in the workplace. Having good test scores will jumpstart your career. In this seminar, we will address test-taking and test preparation tips and strategies for college-level tests. Applying helpful test-taking and test preparation skills addressed in this seminar, such as writing down everything you remember, reading the directions, browsing the test questions, putting together a plan, and making an educated guess, will teach you how to prepare for and perform well on any test so that you feel confident that you’re bringing your testing A-game.
At the end of this seminar, participants will be able to:
a. Review the factors that limit achieving higher college assessment scores.
b. Identify practices for dealing with test anxiety.
c. Measure the validity of current test-taking methods.
d. Generate more efficient techniques for improving assessment scores.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How libraries can support authors with open access requirements for UKRI fund...
Taking exams in college
1. Taking Exams In College Shippensburg University Learning Center Jaime Juarez Learning Specialist
2. Part I Improving Test Skills and Reducing Anxiety
3. Your approach to test-taking Do you feel confident and calm or anxious and upset before a test? Do your test scores reflect your knowledge in a subject? Are you taking advantage of all possible resources? Here Are Some Ways To Improve…
4. Early in the course find out: The type of exams (e.g., essays vs. multiple choice). The date of the exams. The scope of the exams (e.g., Are you responsible for dates? Formulas? Derivations?). Where the exam material comes from (i.e., how much from each book and how much from the lectures).
5. Pay special attention to: Things the professor says will be on the test. Material that is not in the book. Terms, diagrams, etc., that were put on the board.
6. Schedule intermediate reviews: Recite from your lecture notes. Take notes on text and recite from these notes. This prevents a marathon review. This strengthens the memory trace.
7. USE YOUR EARLIER MIDTERMS ANALYZE YOUR MISTAKES. Did you misread the question? Did you fail to get something important into your notes? NOTE THE GRADER'S COMMENTS. Find someone who has taken the course and ask him/her about prof's style. Analyze the prof's testing style (i.e., does s/he like creativity or memorization, main points or details). Use them as practice test questions.
8. FINAL REVIEW BEFORE AN EXAM Review notes on test material and consider making flash cards. Use your underlining as a guide and be very selective. Recite from your lecture notes and text notes. Make summary sheets of important material and any important unlearned material (or separate cards into piles of cards "to learn" and "learned"). Recite from your summary sheets (or cards "to learn"). Continue to separate flash cards. Recite from these.
9. Memorize lists To memorize lists on your summary sheets, use mnemonic acronyms e.g. VISTA - Volunteers in Service to America), and mnemonic sentences (Every Good Boy Deserves Favor = E G B D F -- the lines on the Treble Staff in music). (Hormones of the anterior pituitary gland are growth hormone, ACTH, thyroid stimulating hormone, follicle stimulating hormone, leuteinizing hormone, prolactin. (G A T F L P OR G A T F U P) ACRONYM = FAT PUG (sentence = People always forget to grow up.)
10. Perhaps meet with other students Find one, two or three well-prepared students. Have an organized agenda to compare perceptions of the main points and possible essay questions. Don't get bogged down on minor points. Don't take someone else's word on a point you're not sure about--look it up later.
11. Pay special attention to: Material from the early part of the course. Confusing material. Concepts and principles.
12. Anticipate test questions for essay tests Prepare main point outlines for anticipated questions (or even write out essays). Include a couple of specific details. Write out possible questions. Don't expect to be able to anticipate all the questions.
13. Take good care of yourself Get a decent amount of sleep. You may feel the need to stay up later to get more studying done. This can be counterproductive if you do not retain the information and you are unable to function the next day. Eat something (fruit, cereal, sandwich, granola bar) before the test. Moderate stimulants. Coffee, tea, caffeine pills, and cola all contain caffeine and are relatively safe; however, they may cause jitters and keep you from being able to sleep even if you want to.
14. THE DAY OF THE EXAM In the morning, set an alarm with enough time to get to the exam without worrying, then set it 1/2 to 3/4 hour earlier. Have the proper materials (2 pencils and 2 similar pens, eraser, Blue Books-if necessary, Calculator-if necessary- & spare battery, any books or notes that are allowed. Put book marks at important pages. Keep list on inside front cover of pages of important tables, etc. Glance over your notes.
15. The Day of Exam (continued) Relax on campus immediately before the test, perhaps with the newspaper and a cup of coffee. Avoid conversations about the subject matter; it can throw you off balance. Don't study the last hour before the test. Eat something light to give you energy and to keep your stomach from annoying you as well as others.
16. Get to the exam room early enough to: Get a good seat. Blackboard is in view. Clock is in view. Light is okay. Distracting friends are not near you. Glance over your notes one last time (optional). Relax for a second before starting; practice slow, deep breathing.
17. How to handle test anxiety It's natural--accept it. Some anxiety is good for motivation. If you have too much anxiety. Take your mind off of self-defeating thoughts. Take several slow deep breaths and concentrate on relaxing your whole body. During the test: Think about the test items, not about how well you're doing. If anxiety interferes regularly, schedule an appointment with the University Counseling Center for relaxation training.
19. HOW TO TAKE OBJECTIVE TESTS Write your name on the answer sheet. Survey the test. Glance at all the pages. How long is it? Are you missing any pages? What types of questions are there? (e.g., multiple choice, matching) At the top of the paper write the halfway time and the halfway question number. Write out any memorized lists onto the exam sheet.
20. Read the directions carefully Is there a penalty for guessing? (If not, answer all the questions.) Are all the questions weighted equally? For multiple choice: Is there only ONE correct choice for each question? For true - false: Do you have to write explanations as to why this statement is true or false? For short answers: Do you have to write in complete sentences? ASK if you find the directions unclear.
21. Answer easy questions first Because: You won't miss any easy questions by running out of time. It builds confidence. Later questions sometimes help answer earlier hard ones. You may spontaneously remember answers to hard questions later. Skip difficult questions and mark them for return with an "X" in the margin. Answer questions that you're somewhat sure about (but not completely sure) and mark them with a "?" in the margin.
22. Answering questions Cross out both negatives of a double negative. Underline dogmatic terms. Statements containing them are usually false because few things in the world meet the requirements of "always, never, best, etc."
23. True – False: Be careful of statements with two clauses. If the statement contains "and", both clauses have to be true for the statement to be true. If the statement contains "or", only one clause has to be true for the statement to be true. Fill-in: If you blank out, write anything. Matching: Read all items before making any matches.
24. Multiple choice: Try to recall the answers before reading the choices. Cross out the letter of obviously false choices. As you're reading the choices circle the letter of choices that seem likely to be the best. Read all choices! Select the best choice. If two or more choices are correct, choose the most specific one; e.g., "A triangle has 3 sides," is better than "a triangle has more than 2 sides." Do not pay attention to how many "A's", "B's", "C's", or "D's" you have marked. Don't spend time filling in the answer sheet very neatly.
25. Checking your answers Use all the time allowed. Make sure: All questions are answered (if no penalty for guessing). All choices are clearly marked. All "X's" and "?'s" on the answer sheet have been erased. Answer sheet numbers correspond to exam question numbers. Rework all questions if you have time. First, work on unanswered questions with "X". Second, rework questions with a "?". Third, reword the rest of the questions.
26. Essay Exams - I Essay exams require you to recall ideas and facts, arranging them into thoughtful sentences and paragraphs. Here are some suggestions that might make taking an essay exam easier for you: As soon as you receive your test paper and before you forget, jot down on the back of the test some of the last-minute details that you were reviewing before you reported for the exam. Write your name on the answer sheet. Read the directions carefully, noting how many questions you are required to answer. Now read all of the questions before beginning to write, jotting down in the margin any thoughts that come to your mind.
27. Essay Exams - II Make a plan for yourself and stick to it- fifteen minutes for I, ten minutes for II, etc. If a question is worth more or fewer points than another, take this into consideration. Start with the easiest question; number it correctly; organize briefly what you want to say on the back of your exam; WRITE. The question should be answered in the first sentence- Its is a good idea to begin your answer by incorporating the words of each questions; i.e.’ “What is REM sleep and what is its meaning?” Your answer might begin: “REM sleep refers to sleep which occurs in the presence of rapid eye movements. Its meaning is…”
28. Essay Exams - III Now expand your answer by writing clear, concise sentences about the details, facts, and ideas that support your answer. Many students do this in outline form. Others number or underline each new point. Write only on one side of the paper, leaving enough spaces between your answers. Later, if you think of more information, you will have a place to insert it. A neat, legible exam does, in most cases, influence your grade. The teacher must be able to understand your points in order to give you full credit. Most importantly: try not to become over whelmed because it is an essay exam. If you follow these suggestions and study your material, you are off to a great start!!
29. For more assistance Visit the Learning Center 717-477-1420 Ezra Lehman Library First Floor