Effective Test Taking Strategies for Standardized Tests
Explore various tips and strategies for succeeding in standardized tests, including types of tests, preparation techniques, dealing with distractions, managing anxiety, understanding exam formats, and strategies for multiple choice questions. Discover insights into what research indicates about successful test-taking behaviors and the importance of ongoing test preparation activities. Learn how to mitigate distractors, use effective test-taking hints during exams, and enhance your performance in testing situations.
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TEST TAKING HINTS AND STRATEGIES FOR STANDARDIZED TESTS
Agenda Types of standardized tests Successful students Test prep prior to the exams Distractors Essays Test hints during the exams Anxiety PARCC Q/A
Standardized Tests AP ACT SAT IB PARCC PSAT
What does research indicate about students who are successful in testing situations? They Are more likely to use appropriate strategies when taking tests Have positive self-esteem Have greater self-confidence in their abilities
They also Do not feel too intimidated by tests Feel well prepared for tests Are persistent with regard to their school work and doing well on tests Have been exposed to a variety of testing situations
Test preparation needs to be an on-going activity
Suggestions prior to exams: 1. Following directions closely 2. Learn to budget time appropriately 3. Review practice items and answer choices 4. Practice using answer sheets 5. Know as much about the test as possible 6. Ask for resources and practice material 7. Incorporate "test taking" behavior into homework activities
Strategies for Multiple Choice Questions Strike out wrong answers (POE). Mark answers clearly and consistently. Change your answers cautiously. Guess! Look for cues. Do not spend time thinking about how the question could have been written better or any other distraction. Check for clues in other questions.
Understand Distracters *Distracters = the other answer choices *Distracters are THINKING CHALLENGES designed to make wrong answers seem correct *Prey upon a student s tendency to rush *They are meant to DISTRACT the student; they are closely aligned to the text in order to confuse
4 types of Distracters The FOUR Types of Distracters The Weasel The Shift The Enticer The Extreme
The Weasel Distracter #1: The Weasel Definition Any attempt to change or misrepresent the author s words or author s meaning regardless of how small. The answer can not be verified by the passage. Adds words Takes out words Flips words
The Weasel Text from Passage Men gradually agreed to extend property rights to women, because property in a wife s name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. 11. The passage indicates that women s demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, they d be able to hold firm on suffrage. C. Conceding the right would provide men with a way to protect themselves from creditors. D. Women had unique interests and were needed as students in universities and teachers in schools.
The Weasel Example of The Weasel Question Text from Passage 11. The passage indicates that women s demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, they d be able to hold firm on suffrage. C. Conceding the right would provide men with a way to protect themselves from creditors. D. Women had unique interests and were needed as students in universities and teachers in schools. Men gradually agreed to extend property rights to women, because property in a wife s name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. This idea is nowhere in the passage!
The Shift Distracter #2: The Shift Definition: The shift answers another question about the passage. Answer choices may actually appear in the text Watch out for choices that look like statements in the passage even direct quotes Students must remember that they cannot merely look for key words! They must understand meanings!
The Shift Question Text from Passage Men gradually agreed to extend property rights to women, because property in a wife s name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. 11. The passage indicates that women s demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, they d be able to hold firm on suffrage. C. Conceding the right would provide men with a way to protect themselves from creditors. D. Women had unique interests and were needed as students in universities and teachers in schools.
The Shift Text from Passage Men gradually agreed to extend property rights to women, because property in a wife s name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. Question 11. The passage indicates that women s demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, they d be able to hold firm on suffrage. C. Conceding the right would provide men with a way to protect themselves from creditors. D. Women had unique interests and were needed as students in universities and teachers in schools. This is why men agreed to coeducation, but NOT property rights! Students must READ and REREAD QUESTIONS!!!
The Enticer Distracter #3: The Enticer Definition: It s a con. It looks right, but it s too good to be true. Sounds great usually positive in nature Seems reasonable and correct Just because the choice says, love is all we need doesn t mean it s the answer to the question a student is being asked! They cannot gravitate toward personal bias, no matter the topic.
The Enticer Example of The Enticer Question 11. The passage indicates that women s demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, they d be able to hold firm on suffrage. C. Conceding the right would provide men with a way to protect themselves from creditors. D. Women had unique interests and were needed as students in universities and teachers in schools. Text from Passage Men gradually agreed to extend property rights to women, because property in a wife s name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests.
The Enticer Example of The Enticer Question Text from Passage 11. The passage indicates that women s demand for property rights was agreed to primarily because men realized that: A. Women were indeed individuals deserving of their own rights. B. If they gave in on the property rights issue, they d be able to hold firm on suffrage. C. Conceding the right would provide men with a way to protect themselves from creditors. D. Women had unique interests and were needed as students in universities and teachers in schools. Men gradually agreed to extend property rights to women, because property in a wife s name could save a man from his creditors. They accepted coeducation, because universities needed students and society needed trained teachers. But the vote was something else. To give women the vote would mean recognizing them as individuals with their own rights and interests. Sounds nice? HOWEVER, this is NOT why men gave property rights. In fact, they did NOT want this!
The Extreme Distracter #4: The Extreme Definition An incorrect answer choice which might be true if it did not include extreme words such as: always, completely, perfectly, all. If you can find an exception, it s a wrong answer If the answer is debatable, it s a wrong answer Students must WATCH OUT! Not all extreme answer choices are incorrect.
The Extreme The Extreme An incorrect answer choice may include extreme words such as always and completely or never An incorrect answer may go too far the author would not agree with how far the answer choice goes
The Extreme Extreme: Examples Men were incapable of recognizing the equality of women All men believed women to be of a subservient nature Conceding the right would provide men with a way to protect themselves from any and every type of creditor
Strategies for Essay Questions Read prompt carefully. Map your ideas. Create an outline. Write legibly. Use second-order development Proofread
General Hints for During Exam: Highlight, underline, or circle the key details in the questions. This helps you focus on exactly what the question is asking you to do. The book is yours, mark it up! Predict what the answer is BEFORE you read the choices. Read ALL of the answer choices! Eliminate any choice(s) that you know are not the correct answer.
Once you have chosen your answer, quickly plug it in and make sure that it makes sense! Change answers carefully Don t leave a question unanswered. You will not have ANY chance of getting it right. When you have completed the test, go back and check your work if there s time! Check work carefully Read the entire stem/question and ALL answer choices Answer easier questions first Make educated guesses
Also Arrive on time and be prepared. Tackle the questions one at a time rather than thinking about the whole test. If you are not sure of your answer, make a logical guess. (You can often arrive at the correct answer by reasoning and eliminating wrong answers.)
As you fill in answers on your answer sheet, make sure you match each test item to its numbered space on the answer sheet. Only change an answer if you are sure your original choice is incorrect. If you do change an answer, erase your original choice neatly and thoroughly. Check your answers and reread your essay.
Reducing Test Anxiety: Dos & Dont s Do: Get enough sleep Stay healthy Do practice tests beforehand Take a deep breath Positive Self-talk Pace yourself Visualize yourself being successful on the test. Don t : Study up to the last minute Wait until the day before the test to seek help Use negative talk
Relaxation suggestions: put feet flat on floor, grab underneath chair and pull up while pushing down with feet Sit up straight, slowly inhale through nose hold slowly exhale through mouth (repeat) Tell yourself I am relaxed Change positions Chew gum (if allowed)
Hints for PARCC (Partnership for Assessment of readiness for College and Careers) Keyboarding Informational texts Close Reading Algebra II Sources ACT.org Rossfordschools.org (test taking strategies)
