SDV 100: Test-Taking
Dominion High School Office of School Counseling 21326 Augusta Drive Sterling, VA 20164
SDV 100: Test‐Taking School Counselor(s): Amodeo, Olinares, Laiti, Patel Date(s): January 27th & 28th, 2016 Grade Level(s): 11th grade students participating in SDV 100 Time Required for Lesson: 45 minutes ASCA Mindsets & Behaviors Addressed: Mindsets 2. Self‐confidence in ability to succeed 5. Belief in using abilities to their fullest to achieve high‐quality results and outcomes Behavior: Learning Strategies 3. Use time‐management, organizational, and study skills Learning Objectives: Students will: ‐ Be able to identify eight strategies for preparing for and taking tests. ‐ Be able to identify the symptoms of test anxiety and strategies for overcoming test anxiety. Materials & Resources Required: ‐ PowerPoint, laptop, & projector ‐ “Key Words in Essay Questions” handout ‐ Cardstock, scissors, and markers to create “foldable” ‐ Pre‐ and post‐survey Activity & Procedure: 1. Students will take a brief pre‐survey. 2. Counselors will ask students, “What is the difference between studying and learning?” Counselors will emphasize that you study to learn. 3. Counselors will then present strategies for preparing for and taking tests, with frequent checks for understanding throughout the presentation. 4. Counselors will then engage students in a discussion about the physical and psychological symptoms of test anxiety, and review strategies for overcoming test anxiety. 5. At the end, students will create a “foldable” (see example) that details eight test‐taking strategies. 6. Students will take a post‐survey at the conclusion of the lesson. Evaluation: Process Data: 26 11th grade students will participate in this lesson of SDV 100. Perception Data: Students will take a pre‐ and post‐survey. Outcome Data: Given that this lesson aims to help students better understand how to better prepare for and take tests, we will gather data related to each student’s academic achievement as evidenced through grades.
AGENDA • STRATEGIES FOR TEST PREPARATION • STRATEGIES FOR TAKING TESTS • TIPS FOR OVERCOMING TEST ANXIETY
BEFORE THE TEST • KNOW THE TEST TYPE & CONTENT • MANAGE YOUR TIME WELL • ORGANIZE BEFORE YOU START • DEVELOP GOOD STUDY HABITS • GET A GOOD NIGHT’S REST THE NIGHT BEFORE • EAT A NUTRITIOUS BREAKFAST IN THE MORNING
DAY OF THE TEST • POWER OF POSITIVE THINKING! - “REFRAME YOUR THINKING” • See it as an opportunity show what you’ve learned and how much you’ve studied
• “NO FEAR” • ARRIVE TO CLASS EARLY • COME PREPARED WITH WHAT YOU NEED TO TAKE THE TEST • “STOP, LOOK, & LISTEN” Source: http://savvyschoolcounselor.com/8-tips-new-test-takers-should-know/
DETER STRATEGY FOR TEST-TAKING •
D – DIRECTIONS Carefully read the entire instructions for the test.
•
E – EXAMINE Scan the entire test to get an overview of what you have to do.
•
T – TIME Budget your time.
•
E – EASIEST Try to answer the easiest questions first
•
R – REVIEW Double check your answers, make sure you’ve answered every question, and check for spelling and grammar in your short-answer or essay questions.
STRATEGIES FOR MULTIPLE-CHOICE • FIRST, TRY TO ANSWER WITHOUT LOOKING AT THE ANSWER CHOICES • READ ALL ANSWER CHOICES BEFORE PICKING ONE • REVIEW EACH ANSWER CHOICE AS A TRUE/FALSE QUESTION • “JAIL THE DETAIL” Look for qualifying words (e.g. always, never, only, all, but, except)
• “PLUG IT IN” Make each question into a fill in the blank statement and fill in each answer choice to see if it makes sense
• “STASH THE TRASH” Eliminate known wrong answers, select the correct one, or make an educated guess Sources: http://savvyschoolcounselor.com/8-tips-new-test-takers-should-know/ & https://saylordotorg.github.io/text_college-success/
STRATEGIES FOR ESSAY QUESTIONS • MAKE SURE YOU KNOW WHAT THE QUESTION IS ASKING YOU TO DO • Watch for key words (see handout: https://saylordotorg.github.io/text_college-success/)
• ORGANIZE YOUR THOUGHTS BEFORE YOU WRITE – MAKE AN OUTLINE • DO YOUR BEST TO WRITE A COHERENT ESSAY WITH A BEGINNING, MIDDLE, AND END • IF RUNNING OUT OF TIME, TRY TO OUTLINE THE IDEAS AND CONCEPTS YOU DIDN’T GET TO • IF YOU HAVE TIME, “CHECK YOURSELF” Sources: http://savvyschoolcounselor.com/8-tips-new-test-takers-should-know/ & https://saylordotorg.github.io/text_college-success/
“FEAR FEEDS FEAR” PSYCHOLOGICAL
PHYSICAL
What are some psychological
What are some physical
symptoms of test anxiety?
symptoms of test anxiety?
WHAT ARE SOME BEHAVIORS THAT PEOPLE WITH TEST ANXIETY MAY DISPLAY?
FIRST, TRY TO GET YOUR BODY TO SETTLE DOWN
•5 SLOW, DEEP CHEST BREATHS •CLOSE YOUR EYES AND GO TO YOUR “HAPPY PLACE” •AVOID STIMULANTS, SUGAR, CAFFEINE •TRY TO EXERCISE BEFORE TO RELEASE TENSION
CUT YOURSELF A BREAK • BE KIND AND COMPASSIONATE TO YOURSELF • SET REALISTIC EXPECTATIONS • STOP CATASTROPHIC THINKING • STOP NEGATIVE SELF-TALK
CHANGE YOUR ATTITUDE – BELIEVE YOU CAN SUCCEED IF… A B C D E F G H I J K L M N O P Q R S T U V W X Y Z= 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 THEN… KNOWLEDGE = 11+14+15+23+12+5+4+7+5= 96% HARDWORK = 8+1+18+4+23+15+18+11= 98% ATTITUDE = 1+20+20+9+20+21+4+5= 100%
Table 6.1 Words to Watch for in Essay Questions
Word
What It Means
What the Instructor Is Looking For
Analyze
Break concept into key parts
Don’t just list the parts; show how they work together and illustrate any patterns.
Compare
Show similarities (and sometimes differences) between two or more concepts or ideas
Define the similarities and clearly describe how the items or ideas are similar. Do these similarities lead to similar results or effects? Note that this word is often combined with “contrast.” If so, make sure you do both.
Contrast
Show differences between two or more concepts or ideas
Define the differences and clearly describe how the items or ideas are different. How do these differences result in different outcomes? Note that this word is often combined with “compare.” If so, make sure you do both.
Judge and analyze
Explain what is wrong—and right—about a concept. Include your own judgments, supported by evidence and quotes from experts that support your point of view.
Define
Describe the meaning of a word, phrase, or concept
Define the concept or idea as your instructor did in class—but use your own words. If your definition differs from what the instructor presented, support your difference with evidence. Keep this essay short. Examples can help illustrate a definition, but remember that examples alone are not a definition.
Discuss
Explain or review
Define the key questions around the issue to be discussed and then answer them. Another approach is to define pros and cons on the issue and compare and contrast them. In either case, explore all relevant data and information.
Explain
Clarify, give reasons for something
Clarity is key for these questions. Outline your thoughts carefully. Proofread, edit, proofread, and proofread again! Good explanations are often lost in too many words.
Illustrate
Offer examples
Use examples from class material or reading assignments. Compare and contrast them to other examples you might come up with from additional reading or real life.
Prove
Provide evidence and arguments that something is true
Instructors who include this prompt in an exam question have often proven the hypothesis or other concepts in their class lectures. Think about the kind of evidence the instructor used and apply similar types of processes and data.
Critique
Give a brief, precise Summarize description of an idea or concept
Keep it short, but cover all key points. This is one essay prompt where examples should not be included unless the instructions specifically ask for them. (For example, “Summarize the steps of the learning cycle and give examples of the main strategies you should apply in each one.”)
Test‐Taking Pre‐Survey Please circle your answer to the following questions. 1. I know how to prepare for tests. Definitely Somewhat Unsure Not at all 2. I know and use effective strategies to help me while taking tests. Definitely Somewhat Unsure Not at all 3. I know strategies to overcome test anxiety, if and when I experience it. Definitely Somewhat Unsure Not at all Name five test‐taking strategies. 1. 2. 3. 4. 5.
__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________
Name two strategies for overcoming test anxiety. 1. __________________________________________________ 2. __________________________________________________
Test‐Taking Post‐Survey Please circle your answer to the following questions. 1. I know how to prepare for tests. Definitely Somewhat Unsure Not at all 2. I know effective strategies to help me while taking tests. Definitely Somewhat Unsure Not at all 3. I know strategies to overcome test anxiety, if and when I experience it. Definitely Somewhat Unsure Not at all Name five test‐taking strategies. 1. 2. 3. 4. 5.
__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________
Name two strategies for overcoming test anxiety. 1. __________________________________________________ 2. __________________________________________________
Homework for SDV 100 Due on February 25th or 26th during Titan Time Read the following case study and respond to the questions provided. Please type your responses, single‐spaced. Monica has an AP Biology mid‐term exam on Thursday. On the night before the exam, Monica has a hard time falling asleep and when she does, she has various nightmares about taking tests. The day of the exam, Monica decides not to eat anything, as she is afraid it will make her stomach upset. By the time she arrives to class, Monica is irritable and negative about the exam. The slightest noise seems to both her. Monica notices that her palms are sweaty and she is feeling nauseous. She has to take the exam in order to pass the class so she begins to take the exam. Although she studied for the exam the previous week and spent the night before cramming, she can’t seem to recall any of the information. Monica is suddenly drawing a complete blank. The ticking of the clock, other students shifting in their chairs is becoming distracting; and Monica’s frustration level is quickly rising. Monica says to herself, “If you can’t pass this exam, you might as well drop the course because you are no good at biology.” Monica continues with the test, checking the clock constantly as she fears she is going to run out of time because she arrived to class late. Other students are finishing their exams, and she is the only student left.
What strategies would you suggest for Monica to deal with her test anxiety? Can you relate to any of the symptoms Monica is experiencing? If so, how do you combat test anxiety?
Practice at least four of the test‐taking strategies we discussed in at least one of your classes. After doing this for a week, write your responses to the following questions:
How do you normally prepare for tests or quizzes? How did what you try this week differ from how you normally prepare? Did the test‐taking strategies that you tried help you to feel more confident going into the test and help you to perform better on the test? Why or why not? Which test‐taking strategies that you learned would you consider using in the future? Why?
SDV 100: Test‐Taking School Counselor(s): Amodeo, Olinares, Laiti, Patel Date(s): January 27th & 28th, 2016 Grade Level(s): 11th grade students participating in SDV 100 Time Required for Lesson: 45 minutes ASCA Mindsets & Behaviors Addressed: Mindsets 2. Self‐confidence in ability to succeed 5. Belief in using abilities to their fullest to achieve high‐quality results and outcomes Behavior: Learning Strategies 3. Use time‐management, organizational, and study skills Learning Objectives: Students will: ‐ Be able to identify eight strategies for preparing for and taking tests. ‐ Be able to identify the symptoms of test anxiety and strategies for overcoming test anxiety. Materials & Resources Required: ‐ PowerPoint, laptop, & projector ‐ “Key Words in Essay Questions” handout ‐ Cardstock, scissors, and markers to create “foldable” ‐ Pre‐ and post‐survey Activity & Procedure: 1. Students will take a brief pre‐survey. 2. Counselors will ask students, “What is the difference between studying and learning?” Counselors will emphasize that you study to learn. 3. Counselors will then present strategies for preparing for and taking tests, with frequent checks for understanding throughout the presentation. 4. Counselors will then engage students in a discussion about the physical and psychological symptoms of test anxiety, and review strategies for overcoming test anxiety. 5. At the end, students will create a “foldable” (see example) that details eight test‐taking strategies. 6. Students will take a post‐survey at the conclusion of the lesson. Evaluation: Process Data: 26 11th grade students will participate in this lesson of SDV 100. Perception Data: Students will take a pre‐ and post‐survey. Outcome Data: Given that this lesson aims to help students better understand how to better prepare for and take tests, we will gather data related to each student’s academic achievement as evidenced through grades.
AGENDA • STRATEGIES FOR TEST PREPARATION • STRATEGIES FOR TAKING TESTS • TIPS FOR OVERCOMING TEST ANXIETY
BEFORE THE TEST • KNOW THE TEST TYPE & CONTENT • MANAGE YOUR TIME WELL • ORGANIZE BEFORE YOU START • DEVELOP GOOD STUDY HABITS • GET A GOOD NIGHT’S REST THE NIGHT BEFORE • EAT A NUTRITIOUS BREAKFAST IN THE MORNING
DAY OF THE TEST • POWER OF POSITIVE THINKING! - “REFRAME YOUR THINKING” • See it as an opportunity show what you’ve learned and how much you’ve studied
• “NO FEAR” • ARRIVE TO CLASS EARLY • COME PREPARED WITH WHAT YOU NEED TO TAKE THE TEST • “STOP, LOOK, & LISTEN” Source: http://savvyschoolcounselor.com/8-tips-new-test-takers-should-know/
DETER STRATEGY FOR TEST-TAKING •
D – DIRECTIONS Carefully read the entire instructions for the test.
•
E – EXAMINE Scan the entire test to get an overview of what you have to do.
•
T – TIME Budget your time.
•
E – EASIEST Try to answer the easiest questions first
•
R – REVIEW Double check your answers, make sure you’ve answered every question, and check for spelling and grammar in your short-answer or essay questions.
STRATEGIES FOR MULTIPLE-CHOICE • FIRST, TRY TO ANSWER WITHOUT LOOKING AT THE ANSWER CHOICES • READ ALL ANSWER CHOICES BEFORE PICKING ONE • REVIEW EACH ANSWER CHOICE AS A TRUE/FALSE QUESTION • “JAIL THE DETAIL” Look for qualifying words (e.g. always, never, only, all, but, except)
• “PLUG IT IN” Make each question into a fill in the blank statement and fill in each answer choice to see if it makes sense
• “STASH THE TRASH” Eliminate known wrong answers, select the correct one, or make an educated guess Sources: http://savvyschoolcounselor.com/8-tips-new-test-takers-should-know/ & https://saylordotorg.github.io/text_college-success/
STRATEGIES FOR ESSAY QUESTIONS • MAKE SURE YOU KNOW WHAT THE QUESTION IS ASKING YOU TO DO • Watch for key words (see handout: https://saylordotorg.github.io/text_college-success/)
• ORGANIZE YOUR THOUGHTS BEFORE YOU WRITE – MAKE AN OUTLINE • DO YOUR BEST TO WRITE A COHERENT ESSAY WITH A BEGINNING, MIDDLE, AND END • IF RUNNING OUT OF TIME, TRY TO OUTLINE THE IDEAS AND CONCEPTS YOU DIDN’T GET TO • IF YOU HAVE TIME, “CHECK YOURSELF” Sources: http://savvyschoolcounselor.com/8-tips-new-test-takers-should-know/ & https://saylordotorg.github.io/text_college-success/
“FEAR FEEDS FEAR” PSYCHOLOGICAL
PHYSICAL
What are some psychological
What are some physical
symptoms of test anxiety?
symptoms of test anxiety?
WHAT ARE SOME BEHAVIORS THAT PEOPLE WITH TEST ANXIETY MAY DISPLAY?
FIRST, TRY TO GET YOUR BODY TO SETTLE DOWN
•5 SLOW, DEEP CHEST BREATHS •CLOSE YOUR EYES AND GO TO YOUR “HAPPY PLACE” •AVOID STIMULANTS, SUGAR, CAFFEINE •TRY TO EXERCISE BEFORE TO RELEASE TENSION
CUT YOURSELF A BREAK • BE KIND AND COMPASSIONATE TO YOURSELF • SET REALISTIC EXPECTATIONS • STOP CATASTROPHIC THINKING • STOP NEGATIVE SELF-TALK
CHANGE YOUR ATTITUDE – BELIEVE YOU CAN SUCCEED IF… A B C D E F G H I J K L M N O P Q R S T U V W X Y Z= 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 THEN… KNOWLEDGE = 11+14+15+23+12+5+4+7+5= 96% HARDWORK = 8+1+18+4+23+15+18+11= 98% ATTITUDE = 1+20+20+9+20+21+4+5= 100%
Table 6.1 Words to Watch for in Essay Questions
Word
What It Means
What the Instructor Is Looking For
Analyze
Break concept into key parts
Don’t just list the parts; show how they work together and illustrate any patterns.
Compare
Show similarities (and sometimes differences) between two or more concepts or ideas
Define the similarities and clearly describe how the items or ideas are similar. Do these similarities lead to similar results or effects? Note that this word is often combined with “contrast.” If so, make sure you do both.
Contrast
Show differences between two or more concepts or ideas
Define the differences and clearly describe how the items or ideas are different. How do these differences result in different outcomes? Note that this word is often combined with “compare.” If so, make sure you do both.
Judge and analyze
Explain what is wrong—and right—about a concept. Include your own judgments, supported by evidence and quotes from experts that support your point of view.
Define
Describe the meaning of a word, phrase, or concept
Define the concept or idea as your instructor did in class—but use your own words. If your definition differs from what the instructor presented, support your difference with evidence. Keep this essay short. Examples can help illustrate a definition, but remember that examples alone are not a definition.
Discuss
Explain or review
Define the key questions around the issue to be discussed and then answer them. Another approach is to define pros and cons on the issue and compare and contrast them. In either case, explore all relevant data and information.
Explain
Clarify, give reasons for something
Clarity is key for these questions. Outline your thoughts carefully. Proofread, edit, proofread, and proofread again! Good explanations are often lost in too many words.
Illustrate
Offer examples
Use examples from class material or reading assignments. Compare and contrast them to other examples you might come up with from additional reading or real life.
Prove
Provide evidence and arguments that something is true
Instructors who include this prompt in an exam question have often proven the hypothesis or other concepts in their class lectures. Think about the kind of evidence the instructor used and apply similar types of processes and data.
Critique
Give a brief, precise Summarize description of an idea or concept
Keep it short, but cover all key points. This is one essay prompt where examples should not be included unless the instructions specifically ask for them. (For example, “Summarize the steps of the learning cycle and give examples of the main strategies you should apply in each one.”)
Test‐Taking Pre‐Survey Please circle your answer to the following questions. 1. I know how to prepare for tests. Definitely Somewhat Unsure Not at all 2. I know and use effective strategies to help me while taking tests. Definitely Somewhat Unsure Not at all 3. I know strategies to overcome test anxiety, if and when I experience it. Definitely Somewhat Unsure Not at all Name five test‐taking strategies. 1. 2. 3. 4. 5.
__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________
Name two strategies for overcoming test anxiety. 1. __________________________________________________ 2. __________________________________________________
Test‐Taking Post‐Survey Please circle your answer to the following questions. 1. I know how to prepare for tests. Definitely Somewhat Unsure Not at all 2. I know effective strategies to help me while taking tests. Definitely Somewhat Unsure Not at all 3. I know strategies to overcome test anxiety, if and when I experience it. Definitely Somewhat Unsure Not at all Name five test‐taking strategies. 1. 2. 3. 4. 5.
__________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________
Name two strategies for overcoming test anxiety. 1. __________________________________________________ 2. __________________________________________________
Homework for SDV 100 Due on February 25th or 26th during Titan Time Read the following case study and respond to the questions provided. Please type your responses, single‐spaced. Monica has an AP Biology mid‐term exam on Thursday. On the night before the exam, Monica has a hard time falling asleep and when she does, she has various nightmares about taking tests. The day of the exam, Monica decides not to eat anything, as she is afraid it will make her stomach upset. By the time she arrives to class, Monica is irritable and negative about the exam. The slightest noise seems to both her. Monica notices that her palms are sweaty and she is feeling nauseous. She has to take the exam in order to pass the class so she begins to take the exam. Although she studied for the exam the previous week and spent the night before cramming, she can’t seem to recall any of the information. Monica is suddenly drawing a complete blank. The ticking of the clock, other students shifting in their chairs is becoming distracting; and Monica’s frustration level is quickly rising. Monica says to herself, “If you can’t pass this exam, you might as well drop the course because you are no good at biology.” Monica continues with the test, checking the clock constantly as she fears she is going to run out of time because she arrived to class late. Other students are finishing their exams, and she is the only student left.
What strategies would you suggest for Monica to deal with her test anxiety? Can you relate to any of the symptoms Monica is experiencing? If so, how do you combat test anxiety?
Practice at least four of the test‐taking strategies we discussed in at least one of your classes. After doing this for a week, write your responses to the following questions:
How do you normally prepare for tests or quizzes? How did what you try this week differ from how you normally prepare? Did the test‐taking strategies that you tried help you to feel more confident going into the test and help you to perform better on the test? Why or why not? Which test‐taking strategies that you learned would you consider using in the future? Why?
