Test taking performance skills
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The document provides 7 essential strategies for taking tests: survey the test, budget time, decide on a starting point, read directions carefully, use time wisely, and don't leave blanks. It also describes 4 levels of response when answering questions - immediate, delayed, assisted, and educated guessing - which involve different levels of recall and strategies to try answering if full recall is not achieved. The document cites 3 sources for the test-taking strategies and levels of response information.
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Test taking preparation skills
The document provides tips for effectively preparing for tests. It recommends gathering information about the test from course materials, instructors, and other students. Key preparation strategies include reviewing notes and materials, assessing study methods, and creating summary notes that focus on important topics. The document also suggests predicting test questions, reviewing with others, and creating a five-day study plan to space out preparation over time.
Exam preparation
This document provides tips and strategies for effective exam preparation. It discusses studying techniques like reading course materials slowly, taking notes, reciting information aloud, and reviewing regularly in short sessions. It also recommends communicating with professors, preparing a study schedule, taking practice tests, and studying with a partner or in a group. Additional tips include creating an optimal study environment, developing and following a study schedule, and using proven methods like SQ3R. The document also outlines strategies for objective and essay exams, and provides ways to cope with exam anxiety like preparing early, maintaining health habits, and using relaxation techniques.
Study skills powerpoint
This document provides study skills and tips for being a successful student. It discusses how to effectively structure study sessions by organizing subject matter, getting daily work done, and revising for exams. Some key tips include taking good notes in class, keeping an organized notebook, planning dedicated study times, not cramming before tests, asking questions, and discussing topics with peers. The document also notes that people retain the most information through sight and by saying and doing things themselves. Overall, it emphasizes the importance of actively engaging with material by reciting, writing, visualizing, quizzing oneself, and practicing skills learned.
Test Anxiety Workshop
The document provides information and strategies for dealing with test anxiety and improving test-taking skills. It defines test anxiety and its symptoms, and provides tips for managing anxiety such as preparing well in advance, getting proper rest before the exam, thinking positively, and relaxing testing methods such as multiple choice, short answer, and essays. Effective test-taking involves understanding question types, managing time, using strategies like eliminating incorrect answers, and showing work for partial credit.
Test Anxiety
This document discusses test anxiety and provides tips for managing it. It defines test anxiety as worry, uneasiness, or fear experienced before, during, or after a test. Test anxiety can cause mental distraction, physical symptoms, or mental blocks. The document recommends preparation, maintaining a positive attitude, and managing outside pressures as ways to control test anxiety. Proper preparation includes regular studying, attending classes, and getting enough sleep. Having confidence and avoiding negative self-talk can help maintain a positive attitude. Seeking help for outside issues can reduce additional pressures that may worsen anxiety.
Test takingtips
This document provides test taking tips for students. It recommends arriving early so as not to feel rushed, coming prepared with necessary supplies, and writing down formulas and diagrams as soon as scrap paper is received. It also suggests managing test anxiety through stress reduction techniques like deep breathing and not cramming. Specific test taking strategies are outlined, such as pacing yourself at about one minute per question and following directions carefully. The document advises reading the entire question, using process of elimination when possible, choosing the best rather than just an acceptable answer, being wary of absolute language, and not looking for patterns in answers. Students are told to guess if unsure and change answers sparingly.
Test anxiety 2
This document provides tips for managing test anxiety in 3 key areas:
1) Understanding the causes and symptoms of test anxiety such as physical symptoms like increased heart rate and mental blocks.
2) Effective study strategies like making study aids, attending all classes, and getting help if needed.
3) Relaxation techniques for managing anxiety like controlled breathing, muscle relaxation, and positive self-talk.
Test Preparation and Test Taking Strategies DRES website edition.ppt
Test preparation strategies involve knowing what topics will be covered, studying main concepts rather than details, and asking instructors about the test format and focus. Students should determine if they study best alone or in groups. For multiple choice exams, focus on definitions and bold text, make note cards, and practice questions. For essays, study overall concepts and apply knowledge to sample questions. In math, practice problems and examples, and apply problem-solving approaches like drawing diagrams. Time management during exams includes circling key words and supporting points with evidence.
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Test taking preparation skills
The document provides tips for effectively preparing for tests. It recommends gathering information about the test from course materials, instructors, and other students. Key preparation strategies include reviewing notes and materials, assessing study methods, and creating summary notes that focus on important topics. The document also suggests predicting test questions, reviewing with others, and creating a five-day study plan to space out preparation over time.
Exam preparation
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Study skills powerpoint
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The document provides information and strategies for dealing with test anxiety and improving test-taking skills. It defines test anxiety and its symptoms, and provides tips for managing anxiety such as preparing well in advance, getting proper rest before the exam, thinking positively, and relaxing testing methods such as multiple choice, short answer, and essays. Effective test-taking involves understanding question types, managing time, using strategies like eliminating incorrect answers, and showing work for partial credit.
Test Anxiety
This document discusses test anxiety and provides tips for managing it. It defines test anxiety as worry, uneasiness, or fear experienced before, during, or after a test. Test anxiety can cause mental distraction, physical symptoms, or mental blocks. The document recommends preparation, maintaining a positive attitude, and managing outside pressures as ways to control test anxiety. Proper preparation includes regular studying, attending classes, and getting enough sleep. Having confidence and avoiding negative self-talk can help maintain a positive attitude. Seeking help for outside issues can reduce additional pressures that may worsen anxiety.
Test takingtips
This document provides test taking tips for students. It recommends arriving early so as not to feel rushed, coming prepared with necessary supplies, and writing down formulas and diagrams as soon as scrap paper is received. It also suggests managing test anxiety through stress reduction techniques like deep breathing and not cramming. Specific test taking strategies are outlined, such as pacing yourself at about one minute per question and following directions carefully. The document advises reading the entire question, using process of elimination when possible, choosing the best rather than just an acceptable answer, being wary of absolute language, and not looking for patterns in answers. Students are told to guess if unsure and change answers sparingly.
Test anxiety 2
This document provides tips for managing test anxiety in 3 key areas:
1) Understanding the causes and symptoms of test anxiety such as physical symptoms like increased heart rate and mental blocks.
2) Effective study strategies like making study aids, attending all classes, and getting help if needed.
3) Relaxation techniques for managing anxiety like controlled breathing, muscle relaxation, and positive self-talk.
Test Preparation and Test Taking Strategies DRES website edition.ppt
Test preparation strategies involve knowing what topics will be covered, studying main concepts rather than details, and asking instructors about the test format and focus. Students should determine if they study best alone or in groups. For multiple choice exams, focus on definitions and bold text, make note cards, and practice questions. For essays, study overall concepts and apply knowledge to sample questions. In math, practice problems and examples, and apply problem-solving approaches like drawing diagrams. Time management during exams includes circling key words and supporting points with evidence.
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The document provides test taking strategies organized into sections for pre-test, during the test, and finishing the test. It recommends attending all classes to ask questions and receive outlines, reviewing materials with 10 minutes of review for every hour learned. When studying, it suggests making a study plan, taking breaks every 50 minutes, and getting enough sleep. During the test, it advises pacing yourself and using logic to eliminate incorrect answers. When finishing, it recommends checking over your work and making sure essays have an introduction, body, and conclusion.
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This document provides study tips and strategies for test taking. It recommends actively engaging with textbooks by annotating, highlighting, and writing questions. These annotations should then be transferred to notecards or study sheets to condense the material. Index cards can be used to memorize key terms with the word on one side and definition and example on the other. When taking a test, the document advises budgeting time, answering easier questions first, reading multiple choice options carefully, and not leaving any questions blank if possible. Students should review their answers and are reminded that their first instinct may not be correct. Accommodations are available for students with learning difficulties.
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Test anxiety can negatively impact performance if not addressed. The document outlines strategies to help manage anxiety through preparation and during the test. It recommends preparing a study schedule well in advance, practicing taking similar tests, getting proper rest before the test, and using cognitive and physical strategies during the test like controlled breathing and positive self-talk. Managing distracting thoughts, visualizing relaxing scenes, and learning to relax specific muscle groups can help reduce anxiety and improve focus.
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The document provides tips for reducing test anxiety and maximizing exam performance. It recommends adequately preparing for the test by studying over time rather than cramming, rehearsing the material in the format it will be tested, monitoring positive self-talk, getting proper rest, managing distractions, using good test-taking strategies like starting with easier questions, taking brief breaks during the exam, and rewarding yourself after regardless of the outcome. The goal is to feel prepared, stay calm and focused, and demonstrate what you know on the exam.
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This document discusses test anxiety, its causes, and strategies to manage it. It defines test anxiety as excessive stress that hinders test performance. Common sources of test anxiety include feeling underprepared, past poor performance, fear of failure, and weak test-taking skills. The document recommends strategies like ongoing review, positive self-talk, relaxation techniques, and active engagement to help students manage their test anxiety before and during exams.
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The document provides test taking strategies organized into sections for pre-test, during the test, and finishing the test. It recommends attending all classes to ask questions and receive outlines, reviewing materials with 10 minutes of review for every hour learned. When studying, it suggests making a study plan, taking breaks every 50 minutes, and getting enough sleep. During the test, it advises pacing yourself and using logic to eliminate incorrect answers. When finishing, it recommends checking over your work and making sure essays have an introduction, body, and conclusion.
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This document provides study tips and strategies for test taking. It recommends actively engaging with textbooks by annotating, highlighting, and writing questions. These annotations should then be transferred to notecards or study sheets to condense the material. Index cards can be used to memorize key terms with the word on one side and definition and example on the other. When taking a test, the document advises budgeting time, answering easier questions first, reading multiple choice options carefully, and not leaving any questions blank if possible. Students should review their answers and are reminded that their first instinct may not be correct. Accommodations are available for students with learning difficulties.
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Test anxiety can negatively impact performance if not addressed. The document outlines strategies to help manage anxiety through preparation and during the test. It recommends preparing a study schedule well in advance, practicing taking similar tests, getting proper rest before the test, and using cognitive and physical strategies during the test like controlled breathing and positive self-talk. Managing distracting thoughts, visualizing relaxing scenes, and learning to relax specific muscle groups can help reduce anxiety and improve focus.
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This document discusses building cognitive independence in students. It contrasts dependent learners, who rely heavily on teachers, with independent learners, who can tackle tasks using their own cognitive strategies. It provides examples of cognitive routines teachers can use to help students develop independence, including question focus, concept attainment, and picture interpretation. These routines emphasize higher-order thinking and benefit marginalized groups. The document concludes by listing the author's online contact information.
ManagingTestAnxiety
The document provides tips for reducing test anxiety and maximizing exam performance. It recommends adequately preparing for the test by studying over time rather than cramming, rehearsing the material in the format it will be tested, monitoring positive self-talk, getting proper rest, managing distractions, using good test-taking strategies like starting with easier questions, taking brief breaks during the exam, and rewarding yourself after regardless of the outcome. The goal is to feel prepared, stay calm and focused, and demonstrate what you know on the exam.
Bpe ws6
This document contains MBTI profiles and plans to improve for 4 students - Vũ Trung Hiếu, Tạ Ngọc Anh, Lê Ngọc Tú, and Trần Thùy Nhung. It provides each student's MBTI type and 2-4 goals with objectives and methods for improving their skills when working with their current team and future teams.
Time Management Workshop
The document describes a time management workshop presented by a student success and tutoring center. It includes surveys to assess participants' time management habits. The workshop covers creating goals and prioritizing tasks, avoiding procrastination, managing interruptions, scheduling activities, and dealing with stress. Attendees are encouraged to set personal goals, use tools like activity logs and urgent/important matrices to prioritize tasks, and establish regular study times to reform procrastination habits. Effective time management and stress reduction techniques like taking breaks are presented to help students become better organized and less anxious.
Problem solving in exams
This document provides tips for practicing exam technique by applying the facts learned rather than just regurgitating them. It recommends gathering old exam questions, sample questions, and problem sheets to practice identifying, classifying, transforming, and substituting. The final step is to compare your results to solutions to check if they are reasonable or in the right range. Additional tips include classifying problems to demonstrate understanding, revising out of sequence to access knowledge without context clues, and working problems without notes to identify areas needing more study.
Test anxiety
Test anxiety is a type of performance anxiety where people experience extreme distress and anxiety during testing situations. It has physical, emotional, and mental/cognitive components. Common causes include poor study habits, past poor performance, and underlying anxiety problems. People who worry a lot or are perfectionists are more likely to experience test anxiety. To manage it, students can prepare effectively, spread studying over time instead of cramming, practice tests, exercise, and relax after tests instead of immediately studying for the next one.
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The document provides information and tips on overcoming test anxiety. It discusses recognizing symptoms of true test anxiety, preparing adequately for the test, managing negative thoughts, getting proper rest and nutrition, and using positive self-talk. Key advice includes studying over time instead of cramming, getting clarity on test format and topics from the teacher, visualizing success, and focusing on one's own preparation and performance instead of others.
High Expectations
The document discusses setting high expectations in the classroom. It outlines that students will often rise or fall to the expectations set for them, as shown in the Rosenthal-Jacobson study where classes labeled as "more able" performed significantly better despite having the same initial abilities. The document then provides examples of high expectations, such as completing homework on time and seeking help rather than accepting failure. Finally, it summarizes five ideas from "Teach Like a Champion" for raising expectations, such as not allowing students to opt-out of answering questions and only accepting fully correct answers.
Stress Management
Stress Management Techniques to Reduce Study Pressure amongst students.
Students today are heavily stressed due to studies, peer pressure, competition, the pressure to excel academically, parental pressure etc.
This leads to severe mental as well as physical problems amongst the students.
This stress can be tackled and reduced using simple techniques. One needs to follow them as this is the only way to increase study efficiency, productivity and lead a stress free life by balancing all the activities and duties well.
Plenary ideas
This document contains a list of 30 different plenary activity ideas that can be used to review and assess learning, including timelines, games like football and bingo, quizzes, reflection activities, writing exam questions and marking schemes, summarization exercises, and self and peer assessments.
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The document provides instructions for finding and using subject guides on the library website. It describes how to search for guides using the search box, browse results for relevant guides, and navigate guides using green tabs to find resources. It also notes that subject guides can be browsed by subject area links under Library Resources.
Blogging & Internet Discourse
Blogging provides benefits such as joy, practice in communication and writing skills, and a way to express oneself and communicate with others. There are different types of blogs, including journal blogs for unique perspectives, tech blogs focused on a particular subject, and pundit or news blogs that analyze and critique current events. All blogs contain a main content area with articles listed in reverse chronological order, an archive of older material, a comments section, and links to related sites. Blogs allow readers to comment and discuss posts in an interactive way. When blogging and engaging in online discourse, policies call for respecting all people and showing respect for diverse ideas.
How to use online asynchronous writing consultation revised
1. Students must create a draft of their assignment in Google Docs and answer three questions before sharing it with the writing help group.
2. The document is then shared with "Writing Help" and a consultant will comment within 48 hours.
3. When finished, students unshare the document and export it to Word to show the instructor the comment transcript as proof of the consultation.
Tracking down a suspect paper
This document provides suggestions for detecting plagiarism in student writing:
1) Search engines and paper mills can be used to check for plagiarized content. A list of search engines and paper mill sites that may contain plagiarized work is included.
2) Library services such as research sessions and help from librarians can assist students in avoiding plagiarism and creating original work.
3) Learning commons services like writing consultants can help students improve their writing skills to avoid plagiarism, but do not directly proofread assignments. Students with suspected plagiarism or weak writing should be referred here.
Combating plagiarism
This document outlines 8 steps for instructors to take to prevent plagiarism in their classes. It recommends defining plagiarism and the research process (Steps 1-2). It also suggests focusing on the writing process by providing feedback and collecting work throughout the semester (Steps 3-4). Additionally, it advises requiring personal reflection, reading papers thoroughly, relating topics to class material, and utilizing writing resources (Steps 5-8). The overall summary is that this document provides a 8 step approach for instructors to combat plagiarism through clear expectations, ongoing feedback, and support for students.
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The document provides step-by-step instructions for copying content from one Moodle course into another. It outlines 8 steps: 1) Open the course to import into, 2) Click import, 3) Select the course to import from, 4) Set initial import settings, 5) Select items to import, 6) Confirm import selection, 7) Continue with import, and 8) Make any necessary updates in the new course like dates or formatting. The purpose is to allow teachers to reuse content across multiple sections or semesters easily.
Citation
The document discusses citation and how it is used to give credit to sources used in research and writing. It explains that there are different citation styles like MLA, APA, and Chicago that organize the source information in varying ways. A five step process is outlined for creating citations, which involves finding the appropriate citation style, identifying the source type, gathering the source details, and formatting the citation according to the chosen style.
OPAL Presentation
This document discusses a study conducted by Amanda DeArmond of Defiance College, Rares Piloiu of Otterbein University, and Steve Shaw of Antioch University on the effects of meditation on stress levels in college students. The study involved students trying different meditation techniques daily and tracking their stress levels, sleep quality, and focus. The results showed that meditation helped reduce stress and anxiety for most participants and improved sleep and focus.
How to use online asynchronous writing consultation
To receive feedback on a writing assignment from the Writing Help service, you must first create or upload a draft document to Google Drive. You need to include the assignment details, your thesis statement, and the specific areas you want feedback on. Then share the document with the Writing Help email address. A consultant will comment on the draft within 48 hours, and you can reply to their comments through Google Drive. When finished, unshare the document from the Writing Help group.
High 5! reading comprehension strategies
The document describes a 5-step strategy called "High 5!" for improving reading comprehension of expository texts. The steps are: 1) Activate background knowledge; 2) Question the text; 3) Analyze text structure; 4) Create mental images; 5) Summarize the key ideas. Analyzing the text structure involves understanding how information and ideas are organized to convey the author's message. Creating mental images helps readers visualize both content and the structural elements of the text. Summarizing requires identifying the text structure, discarding redundant details, and circling the critical ideas.
High 5! reading comprehension strategies
This document outlines a 5-step strategy called "High 5!" for improving reading comprehension of expository texts. The steps are: 1) Activate background knowledge; 2) Question the text; 3) Analyze text structure; 4) Create mental images; and 5) Summarize the key ideas. Readers are encouraged to make connections to prior knowledge, generate questions before and during reading, understand how information is organized, visualize content and structure, and produce concise summaries that synthesize the main themes. Following this strategy helps readers better understand texts by enhancing activation of knowledge, analysis of information, and mental representation of content.
Making connections
This document provides techniques for improving reading comprehension, including making connections to personal experiences, visualizing content, avoiding boredom, paying attention, listening to others' ideas, asking questions, annotating texts, and using double-entry diaries. It discusses connecting texts to oneself, the world, and other texts. It also describes interacting and distracting inner voices that readers may experience and encourages developing an interacting conversation voice. Questioning throughout the reading process can improve comprehension by interacting with the text and clarifying or inferring beyond the literal meaning.
Integrating paraphrases into your writing
This document discusses how to properly integrate paraphrases into writing. It recommends introducing all paraphrases with a signal phrase that mentions the author's name and includes a page reference. Using signal phrases helps smoothly incorporate outside sources and avoids plagiarism. The document provides examples of signal verbs that can be used to introduce a source's ideas, such as "acknowledges", "claims", and "suggests". It also lists sources that provide further information on using sources effectively in writing.
Cautions about paraphrasing
The document cautions about five hazards of paraphrasing: 1) Changing only a few words is still plagiarism. 2) Keeping the same sentence structure and order of presentation is also plagiarism. 3) Adding ideas or explanations belongs in subsequent discussion, not in the paraphrase itself. 4) Adding interpretation or assessment should come after the paraphrase. 5) Creating a straw man fallacy by misrepresenting the source makes it an easier target for rebuttal and is unfair.
How to effectively construct a paraphrase
The document provides a step-by-step process for paraphrasing source material accurately and completely while avoiding plagiarism. The steps are: 1) thoroughly read and understand the source material; 2) write a paraphrase in your own words without looking at the source; 3) compare your version to the original to ensure it is accurate, complete, and objective; 4) use quotation marks for any unique terms borrowed from the source; and 5) record the source information to integrate it properly into your own writing.
Four parts to an effective paraphrase
To effectively paraphrase a source, a paraphrase must be original, accurate, objective, and complete. It must use the writer's own vocabulary, phrasing, and sentence structure rather than copying the source. While using different words, the paraphrase must precisely reflect the ideas, tone, and emphasis of the original source. A paraphrase should not include the writer's own opinions and must objectively reflect the thoughts of the source. It also needs to include all important ideas from the source without omitting any key information.
Using sources in your writing
This document discusses three ways to integrate source materials into writing: summarizing, paraphrasing, and directly quoting. It notes that summarizing states a text's main ideas and key points briefly in one's own words, paraphrasing retells information from a text in roughly the same number of words but in one's own style, and direct quotes use the exact words from a text with quotation marks. The document emphasizes that all sources, whether summarized, paraphrased, or quoted, must be properly cited to avoid plagiarism. It also explains that paraphrasing can be longer than summarizing since it presents all of an author's ideas, and is useful when original wording does not need to be directly quoted
Moodle Wikis: For Students
Moodle wikis allow collaborative editing. Users can view, edit, add comments, and see revision histories of wiki pages. To add content, click Edit and enter text, saving at the bottom. Content is viewable via the View tab. Wikis support adding comments, creating new pages by linking to them, and navigating between pages in the Map tab. Wikis enable building shared resources through collaborative contributions.
Strategies for detecting plagiarism
This document outlines several strategies for detecting plagiarism in student papers, including examining formatting, citations, writing style, content, and having students summarize their papers verbally. Strange formatting, inconsistent or missing citations, changes in writing level or style, content that doesn't match the assignment, and sentences that are unusually long could indicate plagiarized material. Searching phrases from the paper online and checking cited sources can help confirm any suspicions.
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- 10. SOURCES: Szarlan, John, Suman Singha, and Scott Brown. Striving For Excellence: A Manual for Goal Achievement. Boston: Pearson, 2011. Print. Wong, Linda. Essential Study Skills. 6th ed. Boston: Houghton Mifflin, 2009. Print. www.studygs.net/tstprp8.htm