PHCC TEST ANXIETY QUESTIONNAIRE

Transcription

1 PHCC TEST ANXIETY QUESTIONNAIRE Nist and Diehl (1990) developed a short questionnaire for determining if a student experiences a mild or severe case of test anxiety. To complete the evaluation, read through each statement and reflect upon past testing experiences. You may wish to consider all testing experiences or focus on a particular subject (history, science, math, etc.) one at a time. Indicate how often each statement describes you by choosing a number from one to five as outlined below [note that the numbers are in reverse order compared to the previous questionnaire on stress vulnerability]. Never Rarely Sometimes Often Always I have visible signs of nervousness such as sweaty palms, shaky hands, and so on right before a test. I have "butterflies" in my stomach before a test. I feel nauseated before a test. I read through the test and feel that I do not know any of the answers. I panic before and during a test. My mind goes blank during a test. I remember the information that I blanked on once I get out of the testing situation. I have trouble sleeping the night before a test. I make mistakes on easy questions or put answers in the wrong places. I have difficulty choosing answers. Now add up your score on all the statements. Scores will range from 10 to 50. A low score (10-19 points) indicates that you do not suffer from test anxiety. In fact, if your score was extremely low (close to 10), a little more anxiety may be healthy to keep you focused and to get your blood flowing during exams. Scores between 20 and 35 indicate that, although you exhibit some of the characteristics of test anxiety, the level of stress and tension is probably healthy. Scores over 35 suggest that you are experiencing an unhealthy level of test anxiety. You should evaluate the reason(s) for the distress and identify strategies for compensating. Page 1 of 84

2 Reducing Test Anxiety and Stress PURPOSES OF TEST ANXIETY STRATEGIES Test anxiety strategies are intended to reduce the effects of stress due to apprehension of examinations. The goal is not to completely eliminate anxiety, since a reasonable amount of stress can be beneficial in motivating most students. Rather, the goal is to reduce anxiety to a manageable level and to empower students so they have control in testing situations. Students should become familiar with a variety of the test anxiety strategies described later in this page. Different combinations of strategies may be used to develop stress management plans for different testing situations. It is important to have several options for dealing with test anxiety since exams in various courses and subjects may affect the student differently. ADVANTAGES OF TEST ANXIETY STRATEGIES When test anxiety is recognized and dealt with using the strategies described in this page, the student develops a sense of control over his/her academic life. This sense of control often translates into improved self-esteem and a more positive outlook on a course in particular and school or life in general. Test scores often improve as the student gains control. Test anxiety strategies may be extended into other facets of student life. Many of the approaches are or can be generalized to deal with nontesting situations that cause stress, such as moving far from home, living with roommates, living on one's own, peer pressure and social acceptance, dealing with parents, and finding a job. SPECIFIC TEST ANXIETY STRATEGIES Because testing situations, and therefore the nature and causes of anxiety, vary, students should become familiar with a number of strategies for reducing stress. Incorporate several strategies into an effective anxiety management plan. Expand the plan to deal with other stressors in one's life. The following strategies are arranged according to the list of causes of test anxiety, which is outlined in the Background Information on Test Anxiety section. Page 2 of 84

3 Health, Exercise, Diet, Rest, Self-Image, Motivation, and Attitudes HEALTH, EXERCISE, DIET, AND REST Exercise or do something fun to burn off extra energy. Non-studying activities help to take one's mind off worries and concerns about the test. They also serve as outlets for anger and other negative emotions that feed anxiety. Eat a balanced meal before the test, especially if you are accustomed to eating that meal. For example, One reason for test anxiety is poor mental or physical health. These, in turn, often result from poor eating, sleeping and exercising habits. The following guidelines help to reduce test anxiety resulting from poor health. Get a good night's sleep, or one's normal amount of sleep, each day for several days before the test. All-nighters often don't catch up with a person until two days later, so lack of sleep even several days before the test can affect performance. Exercise or do something fun to burn off extra energy. Non-studying activities help to take one's mind off worries and concerns about the test. They also serve as outlets for anger and other negative emotions that feed anxiety. Eat a balanced meal before the test, especially if you are accustomed to eating that meal. For example, don't skip breakfast if you normally eat it just because you have butterflies about the test. A high carbohydrate dinner the night before helps to raise energy levels. Get a drink of water before the test, or take a lidded cup in with you if permitted. Avoid excessive amounts of caffeine as it may cause jitters. Use only small amounts of caffeine occasionally to maintain attention. Use only coffee, tea or soda pop as sources of caffeine. Do not use over-the-counter or prescription stimulants. If you experience strong physical reactions to anxiety, like butterflies or headache, visualize where they are in your body and describe them to yourself. This may help to alleviate them without medication. Visit the testing room ahead of time to note the temperature of the room. Dress accordingly. Or better yet, dress in layers so that you may adjust to changes in temperature. SELF-IMAGE, MOTIVATION, AND ATTITUDES Several causes of test anxiety are related to internal aspects of the student, including self-image, motivation, and attitudes. Specifically, students may experience test anxiety if they have negative self-images and lack confidence in their abilities, if they dislike the subject, course, and/or instructor, or if they have histories of poor performance on exams in general or in the course. Page 3 of 84

4 Students' mental states can greatly affect their performance on exams and their vulnerability to test anxiety. And as Kesselman-Turkel and Peterson (1981) note, for standardized tests like ACT and SAT, mental preparation is sometimes the only preparation one can do for a test. The following paragraphs outline strategies for heading off or dealing with test anxiety that results from internal sources. Self-Image Students often develop negative self-images when they experience failures on exams, especially if they feel they didn't receive the grade they deserved. This may translate into heightened anxiety on future exams. While self-image is covered in detail in the Attention and Listening section, some general tips are given here. First, try to focus on past testing successes. Learn from past failures, but don't dwell on them. Consider what you did differently to prepare for tests on which you were successful versus tests that went poorly. Can you see the cause and effect relationships? Repeat those actions that made you successful and alter those that resulted in failure. Second, engage in positive self-talk. Generate a list of your positive qualities and remind yourself of them by posting them in your room or repeating them to yourself periodically. Then make a more specific list of the positive aspects of your exam preparation. Repeat them to yourself when you feel anxious. Ignore negative comments from classmates, especially while waiting for the exam to be distributed. Realize that these students are negative because they, unlike you, are unprepared. Motivation The Motivation page of the general-purpose Learning Strategies main stack contains general strategies on creating interest in a subject or course. To get motivated to prepare for and take a test, try the following tips. Get motivated to begin test preparation early by reflecting on past exam failures that resulted from procrastination. Learn from past mistakes. Remind yourself that every half-hour or hour spent studying well before the test is one or two more correct answers. And remind yourself that the more preparation completed ahead of time, the less to worry about the night before the test and the less to do to prepare for comprehensive finals. Reflect on your short-term and long-term goals that may be fulfilled by passing the test and the course. Before leaving for the test or while walking to the room, listen to your favorite song on the stereo or Walkman in order to get your blood flowing. It's not a bad idea to listen in the classroom before tests are distributed as well. Your favorite song will get you motivated and will prevent you from hearing negative comments from poorly prepared classmates. Page 4 of 84

5 Confidence Students should do everything they can to bolster confidence in their exam preparation and test-taking abilities. Confidence can greatly reduce feelings of anxiety because if one believes he/she will do well, he/she probably will. Overpreparation for the exam is a good way to improve confidence. Know the information "backwards and forwards" and be sure of your understanding. Take self-tests or have another student quiz you to prove to yourself that you've mastered the material. Test Taking and Test Preparation strategies for improving testing skills. Knowing the "tricks of the trade" often helps students to gain confidence because they know how to respond to different, and possibly unexpected, exam requirements. Another thing to try is studying in the room where the exam will be given. It helps one to feel more comfortable in his/her surroundings. In addition, try not to think about what the best student in the course is doing to prepare for the exam; concentrate on yourself. Attention and Listening BACKGROUND INFORMATION ON ATTENTION AND LISTENING Attention is the ability to concentrate mentally and observe carefully. Listening refers to applying oneself to hearing something. One must pay attention in order to listen effectively, but attending is also important when doing other tasks like reading, writing, taking tests, and reviewing information. The quality and quantity of attention is vital to the learning process. The process of attending influences the ability of the student to move new information from sensory memory to short-term memory. One must maintain attention through rehearsal in order for information to be moved into short-term memory. Attention and listening are intricately linked to Encoding and Retrieval and Memory. ADVANTAGES OF ATTENTION AND LISTENING STRATEGIES Attention strategies are helpful in a number of respects. Academically, improved attending skills can positively impact a student's performance in notetaking, class participation, reading, following directions, completion of assignments, group learning, exam preparation, and exam taking. Students with selective attention or ADD have an impaired learning process. Therefore, strategies designed to aid in attending are vital to their academic success. Socially, improved attending skills can positively affect a student's self-image and self-esteem as he/she begins to appreciate his/her strengths and weaknesses. This, in turn, may impact a student's willingness to participate in group activities, performance in group activities, sense of organization and control, and ability to behave appropriately in unstructured situations. Page 5 of 84

6 SPECIFIC ATTENTION AND LISTENING STRATEGIES The following strategies for improving attention and listening are described below. Basic Health Needs, Self-Image & Monitoring of Learning Behaviors and Outcomes BASIC HEALTH NEEDS Since the inability to pay attention may be caused or amplified by poor health, it is important that students attend to basic health needs. This strategy is a good "first-step" to addressing attention and listening difficulties because it is fairly straight-forward, it is probably one of the easiest strategies to implement, and it may address one of the fundamental causes of attention deficits. Health is an ongoing, continuous process. One cannot be concerned with good health one week but not the next. Therefore, it is important that good health habits become a part of each student's routine. The following facets of basic health needs should be discussed and evaluated with students. Sleep Is the student getting adequate rest and sleep? Does the student have a sleep routine or is sleeping erratic? Diet Is the student eating two or three balanced meals a day? Is the student overindulging in junk food, cigarettes, or drugs and alcohol? Physical Conditions Has the student's hearing and vision been checked? Has the student been evaluated for attention deficit disorder? Has the student been screened for affective, neurologic, or chromosomal disorders? Does the student seek immediate medical attention for even minor illnesses? Fitness Does the student exercise regularly? Mental Health Does the student meet adversities calmly and rationally or stressfully and irrationally? Page 6 of 84

7 Does the student confront or avoid reality? Does the student worry excessively? How does the student handle stress? For more information on health and the learning process, refer to Memory Condition Manipulations on the Memory page. SELF-IMAGE A student who has difficulty paying attention and listening often performs poorly in school and social settings; this, in turn, may negatively impact his/her self-image. A student's image of him/herself can greatly affect the learning process. Find more information about self-image in the Eliminating Internal Distractions section. The following tips may be used by instructors, advisors, counselors, tutors, and parents to help a student improve his/her self-image. Numbers 7 through 14 are from Coleman (1993, p ). Help the student identify his/her assets. Encourage the student to constantly remind him/herself about those assets. Heighten the student's awareness of his/her ambitions and goals, both longterm and short-term. Help the student to develop a realistic plan of action for reaching his/her goals. Encourage the student to constantly assess his/her progress toward goals, including why or why not the goals have been reached. Congratulate and reward the student for completing tasks or reaching goals, and encourage the student to do so for him/herself as well. Take notice of and praise good behavior, including learning behavior and social behavior; positive reinforcement is important for young learners as well as college students. Use "descriptive" praise instead of judgmental comments; for example, one might comment that a student's research paper "makes good use of examples and statistical data" rather than "this is a great paper." Avoid belittling or humiliating comments, and avoid comparing the student and his/her progress to other students. Provide the student with clear and simple instructions about a task; use as many senses as possible. Practice social skills with the student. Provide the student with social or academic situations in which he/she will be successful. Limit the number of decisions the student has to make. Discuss the student's problems in private. MONITORING OF LEARNING BEHAVIORS AND OUTCOMES The Monitoring page contains more information and strategies about study skills assessment, causal attribution, exam debriefing, time management skills assessment, and stress vulnerability assessment. Page 7 of 84

8 Self-Monitoring of Learning Behavior: Direct the student in evaluating his/her learning behaviors, offering feedback on the "correctness" of his/her evaluation. The student will either become confident in his/her ability to evaluate himself/ herself, or the student will become aware of his/her incorrect assumptions. Self-Monitoring of Learning Outcomes: Direct the student in maintaining written records of how tasks were completed, grades for tasks, professor comments, grade point averages, etc. Help the student learn to link inputs and outcomes for each task. Efficient learners are always aware of their academic standing. General-Purpose Learning Strategies for Monitoring BACKGROUND INFORMATION ON MONITORING Monitoring refers to thoughtful assessment and self-regulation of one's behavior. Monitoring encompasses a wide range of activities, including assessment of one's approach to learning, one's actions and habits, and one's beliefs and goals. Monitoring is related to metacognition. Defined as "the deliberate conscious control of one's own cognitive actions" (Devine, 1987, p. 239), metacognition is being aware of one's processes of perceiving, organizing, and using information. Metacognition appears to positively influence one's thinking ability, but it cannot occur without self-monitoring of some sort. PURPOSES OF MONITORING STRATEGIES Monitoring strategies are intended to provide students with an assessment of various aspects of the learning process: learning style, study habits, exam preparation, and exam performance. They also help students evaluate their own personal character, including their strengths and weaknesses. Monitoring strategies can improve metacognition, which is turn may positively impact academic and job performance. ADVANTAGES OF MONITORING STRATEGIES Monitoring strategies are simple to use and flexible, being easily modified to specific student needs or course organization. They may be completed by students on their own or with the help and input of a facilitator. Other advantages of monitoring strategies are listed below. Monitoring increases student awareness of personal learning style and study habits. Monitoring encourages students to take responsibility for their own learning. Monitoring provides guidelines for developing courses of action for improved academic performance. Monitoring strategies are applicable to real-life situations, like job interviewing. Page 8 of 84

9 SPECIFIC MONITORING STRATEGIES Several monitoring strategies are described and illustrated in this page. The modality strength (preferred learning channel) strategy allows students to assess their learning styles. The exam debriefing and self-monitoring exam check list strategies provide evaluations of exam preparation and exam performance. The study habits assessment targets study habits in general. Causal attribution helps students to evaluate cause and effect relationships. The self-description strategy aids in preparation for job interviews. The health assessment addresses mental and physical health issues. Several assessments and questionnaires may be repeated periodically by the student in order to monitor changes and improvements in those behaviors. For example, the study habits, health, time management, stress, test anxiety, and memory assessments may be taken after each term to track the effectiveness of strategies used to improve in these areas. BACKGROUND INFORMATION ON TEST TAKING Testing is probably the primary means of evaluating student performance in school. It also pervades other aspects of our lives: getting a driver's license, applying for a job, or gaining certification for a skill. Testing is also one of the primary causes of stress among students. One reason for this is inaccurate conceptions of what to expect on a test and how to prepare for an exam. In addition, many tests are less than perfect and don't always give an accurate assessment of student ability. Despite this, exams will probably continue to be the main method of student evaluation because they are relatively efficient and objective measures of student performance (Chickering and Schlossberg, 1995). "Tests can be significant opportunities for learning. They provide deadlines and contexts for assimilating and integrating prior learning. Thoughtful scrutiny of results yields information about gaps and confusions which can guide further learning. So our fundamental point about tests is to use them for learning opportunities, for consolidating prior preparation, for diagnosing purposes when the results are available" (Chickering and Schlossberg, 1995, p. 183). Tests may be scored in one of two ways (Chickering and Schlossberg, 1995, p ). Most students are familiar with scores based on how well one meets the requirements of explicit criteria. In this case, one's score has nothing to do with how well other students did on the test. Instead, one's score is based on his/her fulfillment of minimum requirements set forth by the grader. The grader will look for certain pieces of information, and perhaps how the information is organized, in the test answers; the test score is based on how many of these pieces of information the student put in his/her answer. An example of this type of scoring is driver's license tests. The second approach is based on norms, in which one's score depends on how other students did on the exam. Standardized tests are usually scored on this basis. Exam scores graded "on a curve" also fall into this category. Page 9 of 84

10 Test Preparation BACKGROUND INFORMATION ON TEST PREPARATION Performance on exams is determined to a great extent by the nature of one's preparation. In this respect, the quality of test preparation is more important than the quantity of preparation. Contrary to most students' beliefs, the way one prepares for an exam is much more significant than the length of time one prepares. The strategies discussed in this page espouse this view. PURPOSES OF TEST PREPARATION STRATEGIES Test preparation strategies are intended to help students use study time as effectively and efficiently as possible. ADVANTAGES OF TEST PREPARATION STRATEGIES One advantage of test preparation strategies is that they help to improve student performance on exams. In addition, the strategies work to reduce test anxiety, which also improves exam scores. When students are prepared for exams, they tend to be more confident and perform better. Students will find that when they are prepared, tests can almost be fun! SPECIFIC TEST PREPARATION STRATEGIES General test preparation strategies may be used to prepare for any type of exam. Much of the information under this heading is summarized from other pages in the General-Purpose Learning Strategies main stack. The test-specific strategies are geared toward certain types of tests. (General) Test Preparation Strategies Notes and Time Management General time management strategies are covered in detail in the Time Management page. Specific tips as they relate to exam preparation are presented here. Time management is the key to avoiding the pitfalls of cramming. But remember that the amount of time spent studying for an exam is not as important as what one does during that time. Make effective use of time budgeted for exam preparation by following these guidelines. Develop a plan of action. Develop a plan for exam preparation well in advance of the test. Any combination of these activities may be included in the study plan: complete reading assignments, complete lab assignments, complete homework problems, meet with the instructor or tutors, meet with study group members, reorganize or recopy lecture notes, review information in the notes and the readings, and prepare study aids (flash cards, practice questions, visual aids, etc.). The activities selected will depend on the type of test and personal learning styles. Budget your time. Estimate how long it will take to complete each of the activities in the preparation plan. Organize your hours to include ample time for completing Page 10 of 84

11 the activities, relaxing, and sleeping. Daily and weekly grids are effective methods for budgeting time; examples are given in the Time Management page. Make up a schedule and stick to it. Space test reviews. Break exam preparation into manageable amounts of time to avoid boredom and loss of concentration. Sessions lasting twenty to thirty minutes are best. Mix up activities (outlining, reviewing, organizing, etc.) so that the information is processed in a number of ways. Studying for six half-hour sessions is much more effective than studying for three straight hours. Reduce and organize information. Few students are able to remember everything in their notes and books. Therefore, time spent reducing the information to major ideas, key words, and key phrases is time well spent. Reduction should be followed by organizing, or providing a logical structure to the information. Not only will reducing and organizing cut down on the amount of information to be remembered, it will provide memory triggers during the exam. Word from general to specific. Review the main ideas in general terms first. Be sure to understand how the major topics are related. Then focus on the details for each major idea. Begin to prepare early. Ideally, exam preparation should begin the first week of class or immeditely after the last test. By starting early, information is stored in long-term memory and test anxiety is reduced. Use spare time wisely. Short periods of "down time" between classes or before meals may be used effectively for exam preparation. Use such opportunities for small tasks, like flipping through flash cards or working a few math problems. Set two alarms. For early morning tests, or for students who have trouble getting up, set two alarms or have a friend call to make sure you are awake. Students who commute should plan to arrive one hour before the test, in case there is car trouble or heavy traffic. They should also have a back-up plan for getting to class. The night before the test. If one has prepared wisely for a test, spacing reviews and beginning preparation early, then the night before the test may be reserved for a final, relaxed review of the material. Your rewards will be a good night's sleep, a positive attitude about the test, and reduced anxiety! RECOPYING AND REORGANIZING NOTES Recopying and reorganizing notes aids in exam preparation in three ways (D. Applegate, CAL). First, it helps students identify main points and supporting details discussed in class. Second, it helps students structure the information in such a way that it is more easily recalled and organized during the test; this is especially important for essay exams. Third, it provides the student with opportunities for Page 11 of 84

12 reviewing the test material; the more times one goes over the information, the more likely one is to remember it. Using notes to prepare for an exam should be as active a process as possible. Don't just read over the notes. Involve more senses by reciting the information aloud or by listening to tape recorded versions of the material. Use colored pencils, highlighters, pictures, etc. to enhance the notes. Select an effective strategy for organizing lecture material. Several options, including the Cornell and outlining methods, are discussed in detail in the Notetaking page. The organizational method chosen will depend on the nature of the information and the type(s) of questions that will be on the test. Study Groups and Study Guides STUDY GROUPS Study groups, a form of cooperative learning, are an effective approach to exam preparation (D. Applegate, CAL). Preparing for a test with two to four other students has several benefits. Because several people share the work, more can be accomplished in a shorter period of time. Study groups allow students to share ideas and explanations of key points. Study groups also provide a form of pre-test evaluation, with students quizzing each other on the exam material. When well run, study groups can also reduce exam anxiety and improve motivation. Study groups are particularly useful for comprehensive test preparation. Study groups may be used to prepare for tests in a number of ways, such as: reading and taking notes from the textbook skimming assigned readings reviewing, reorganizing, or recopying lecture notes making up and answering practice questions reorganizing information using outlines, tables, lists, and visual aids sharing memory strategies For detailed information on how to form effective study groups and other applications of study groups, refer to the Study Groups section of the Group and Cooperative Learning page. STUDY GUIDES Study guides are used to summarize the main ideas and concepts, without the supporting details, to be covered on an exam (D. Applegate, CAL). By reducing the information to be learned to a minimum, to the most inclusive topics, study guides identify the major focal areas of the test that should be examined thoroughly and allow one to effectively budget study time on the various topics. Indeed, they guide the way one studies. There are additional advantages of study guides for test preparation. Creating study guides requires that one review the lecture notes and readings. It also requires that one think carefully about the material in order to decide what is important and how information is related. So one benefit of study guides is the Page 12 of 84

13 active repetition of working with the information, enhancing memory registration and recall. Second, the information on study guides is easily converted into sample tests simply by turning the main points into practice questions. Third, study guides reduce the amount of information to be reviewed. Finally, associations among different pieces of information are reinforced with study guides arranged topically. The organization of the information on the study guide will vary according to the type of information, the subject, the type of test, and personal learning styles. Two organizational approaches, topical and categorical, are described here. The former is better for subjective essay exams and the latter for objective tests. Topical Study Guides Topical study guides arrange the important information by major topic. Guidelines for developing topical study guides are as follows. Identify the major topics. Break the lecture and/or reading material into major topics of related information. One way to select these fundamental subdivisions is to use the chapter titles (or headings in each chapter) in the text book, the main topics of lectures as indicated in the course syllabus, or the main ideas of lab assignments. Depending on test specifics, one may have two to ten major topics. Identify the main ideas. Identify the main ideas covered in each of the major topic areas. Again, the number of main ideas under each topic may vary from one to a dozen. Write the main ideas under the appropriate major topic in short phrases or incomplete sentences. Or, form the main ideas into questions and record them under the appropriate major topic. Organize the information. Organize the information into some structured format, such as an outline or the Cornell method; examples of organizational formats are given in the Notetaking page. All related ideas should be subsumed under the corresponding major topic heading. Ideas may be numbered or set off with different symbols. Avoid excessive detail. Study guides should only contain main ideas, without supporting details, definitions, or explanations. An example of a study guide arranged by topic is presented below. Biology Test 1 CELLS parts of the cell processes of cell division: mitosis and meiosis how are they similar and different? what is the purpose of each? two kinds of cells: prokaryotic and eukaryotic how are they similar and different? examples of each Page 13 of 84

14 DNA chemical composition: adenine, guanine, thymine, cytosine structure of DNA draw a DNA molecule and label the parts process of DNA replication what is the purpose? what happens during each stage? Categorical Study Guides Categorical study guides arrange information according to the type or category of information: terms, people's names, symbols, formulas, concepts, dates, etc. Guidelines for developing categorical study guides are as follows. Identify categories of information. Determine what categories of information will be covered on the test: vocabulary terms, people, dates, concepts, formulas, etc. If unsure, look on the syllabus, consult old exams, check in the book, or ask the instructor. Identify important information. Predict what specific pieces of information in each category may be on the test. Again, use old tests, examine lecture notes and chapter reviews, or consult with other students and the instructor to make educated guesses about what should be learned and remembered. Arrange the information. Arrange the categories and the specific pieces of information on the study guide. Avoid excessive detail. Record only the categories and key terms or phrases on the study guide. Don't include definitions or explanations. An example of a completed categorical study guide is shown below. Archaeology 201 Test 2 TERMS food production agriculture stock breeding domestication cultigen teosinte monocropping PEOPLE V. Gordon Childe Michael Cohen Lewis Binford Karl Sauer CONCEPTS Page 14 of 84

15 advantages of food production over hunting-gathering disadvantages of food production compared to huntinggathering how to distinguish wild plants and domesticated plants how to distinguish wild animals and domesticated animals explanations for the origins of food production consequences of shift to food production Information Organization, Interest & Attention, Memorization. INFORMATION ORGANIZATION During the process of test preparation, important information from the notes, labs, and readings should be reduced to the bare essentials and organized into different formats. Organizing information makes it easier to register in and recall from memory the material. It also provides a structure for answering test questions, especially for essay exams. So prior to the test, put the material to be learned and remembered into a format that one can relate to and remember (D. Applegate, CAL). Organizational Formats Students have a wide range of organizational strategies from which to choose. These are described in detail in the Information Organization section of the Organization page. Examples of organizational formats are: Visual Aids or Graphic Organizers time lines flow charts word maps herringbone maps spider maps Matrices or Tables Outlines Concept Cards and Running Concept Lists Study Guides The formats used will depend on individual learning styles, the nature of the information (e.g. Is it science, history, arts? Is it concepts, numbers, people?), and the type of test questions (e.g. essay, multiple choice, etc.). Color Coding Color coding is another helpful organizational tool for test preparation. One of the most common applications of color coding is using highlighters to prioritize information. This involves marking the most important ideas to be remembered from the notes and readings. The key to making highlighting effective is to be very selective in what is marked. Avoid ending up with pages of solid yellow or pink highlighting. Focus on the main ideas and the key words of definitons and explanations. Page 15 of 84

16 Another use of color coding is to categorize information. Ideas related to one topic may be coded with one color, and ideas related to another topic in a second color. This helps one to discern relationships among separate pieces of information. Or, all terms may be marked in one color, all names of significant people in another color, all dates in another color, and so on. Three-Ring Binders Use three-ring notebooks to organize notes, handouts, study guides, practice tests, copies of old exams, and other study materials. Keeping the study materials in one place makes it easier to find things when needed during exam preparation. MEMORIZATION STRATEGIES Every test involves, in fact necessitates, memorization to some extent. Tests in introductory courses are often designed to evaluate the students' ability to remember details and concepts. Tests is advanced courses, on the other hand, may require more interpretation and application than memorization. Memory strategies are discussed at length in the Memory page of the General- Purpose Learning Strategies main stack. Only some of the main points related to test preparation are outlined here (D. Applegate, CAL). Paraphrase the information. Paraphrasing involves restating the information from the notes or reading in one's own words. It is easier to remember one's own words than someone else's. Just be sure that the paraphrased information is accurate and contains the key words necessary for understanding the information. Focus on key words. When learning definitions of vocabulary terms or explanations of concepts, identify and memorize the key words only. The key words are those words that are necessary for understanding the term or concept. Underline or highlight these words and focus on them when studying. This reduces the amount of information to be remembered. For example, the key words in this definition are italicized: balkinization is the break-up of a region into smaller, often hostile political units (De Blij and Muller, 1994, p. G-2). Use a variety of memory techniques. Select memory techniques appropriate for the information, the type of test, and personal learning preferences. Some "tried and true" memory techniques are outlined below. See the Memory page for complete descriptions. Association: Associate the new information with prior knowledge and experiences Rehearsal: Go over the information repeatedly, reciting aloud or taking notes Relevance: Consider how the information is related to personal beliefs and experiences or to other aspects of the course Page 16 of 84

17 Mnemonics: Use abbreviated words or phrases to remember lists of information Clustering: Group ideas according to common characteristics Test and retest oneself, working alone or with other students INTEREST AND ATTENTION Sometimes one of the most difficult things about test preparation is maintaining interest and motivation for studying. It's not always easy to maintain attention on and motivation for the various tasks involved in test preparation. The following tips may help in such situations. For more details on these topics, refer to the Attention and Concentration page and the Motivation page. Attitude Attitude is everything. Unfortunately, a positive attitude is often the most difficult thing to maintain when one dislikes the subject, resents the instructor, or has a history of poor test performance. Try to maintain a sound outlook on the test by engaging in positive self-talk. Work with another student and try to encourage each other. Avoid study partners who consistently express negative views since such attitudes are often contagious. Realize that tests are necessary evils. Attention and Concentration Select appropriate places to study. To maintain attention, study in a room that is free from distractions like noise, windows, and wall hangings. To aid concentration, choose a harmonious environment with appropriate temperatures, adequate ventilation and light, and comfortable seats. Try studying in the test room if possible. Attend to health by eating right and getting enough rest. Maintain an optimal level of activity; both too much and too little activity lessons one's capacity to pay attention and remember material. Interest To generate and maintain interest in the subject matter, relate the information to personal experiences and beliefs. Ask other students what they know about the topic. Get information from a variety of sources outside the textbook or lecture; try movies, magazines, and newspapers for example. Apply the new knowledge to other classes. Actively use the new knowledge. Motivation Get motivated to prepare effectively for the test by considering personal shortterm goals (e.g. pass the test without throwing up) and long-term goals (e.g. receive a B in the course, graduate from school) that will be met by preparing effectively for the test. Divide the task into smaller parts, and prioritize the activities to avoid feeling overwhelmed. Reward oneself when tasks are completed. Allow time in one's schedule for recreation and relaxation. Develop an intentionality to the preparation tasks; a deliberate manner will facilitate studying and remembering. Page 17 of 84

18 Practice Tests & Workbooks, Test Content and Procedures PRACTICE TESTS AND WORKBOOKS The most proven, yet least used, way to study for exams is practice tests (D. Applegate, CAL). Sample questions allow one to assess one's retrieval success before the exam; areas of weakness are identified and addressed prior to taking the actual test. Students may make up their own questions, or they may answer questions on old tests or in the textbook or student workbook accompanying the text. Practice tests have many benefits. This strategy may be used to prepare for nearly any type of test. They help one to anticipate what the test may look like, reducing anxiety and stress. Practice tests are a valuable way to assess one's understanding of the information, distinguishing what is known and what needs to be learned. Writing one's own questions requires that one thoroughly understand and evaluate the information. When used effectively, practice tests improve one's mental preparation for an exam, bolstering confidence and positive attitudes. Finally, writing and/or answering practice questions forces one to repeatedly review the material, which enhances memory registration and recall. Some students may complain that making up and/or answering practice questions is too time consuming. However, the advantages of the strategy greatly outnumber the disadvantages. If time is a concern, students may form study groups for sharing the responsibility. Each member writes some questions, and the group meets to exchange and answer the questions. The following are guidelines for the practice test questions strategy. Consider the types of questions. Find out what types of questions will be asked on the test: essay, multiple choice, true-false, etc. Look on the syllabus, ask the instructor, examine old tests, or talk with former students in the class. Write practice questions. There are several approaches to writing practice questions. Turn the section headings in the book into questions. Take sets of related pieces of information and write questions focusing on that relationship. Look for the main ideas presented in each lecture and form them into questions. Change the numbers given in math problems and rework them. Ask the instructor for a few sample questions to get an idea of the how he/she writes questions. Until you become accustomed to the strategy, you may want to use prewritten questions instead of making up questions. There are several sources of practice questions: old exams, review questions at the end of each chapter in the textbook, and student workbooks accompanying the text. Page 18 of 84

19 Because writing one's own questions requires thorough examination of the test material, students should attempt to move in this direction as they become more proficient. Record the questions. Depending on personal learning strengths and preferences, students may choose to record the practice questions as a list on paper, individually on flash cards, or as a list on audio cassettes. Answer the questions. There are three options at this stage. Students may answer the questions as they write them. Or, students may answer the questions later, using the notes and readings as references. In either case, students may want to record the page numbers on which the answers are found in the notes or book. The third option is to use the questions to as a practice test after reviewing for the exam. This is done without the use of notes or other study materials. Record the answers. Again, students may record the answers on paper, flash cards, or audio tapes. Review the answers periodically. To be really effective, practice questions should be reviewed periodically to test recall and to improve understanding. Look at the flash cards during "down" time between classes or while standing in line. Listen to the tapes while commuting to school or to work. Change the order. Shuffle the questions so the information is not learned in a particular order. This insures that one is actually learning the information itself, rather than order of questions and answers. This also helps one to prepare for tests in which the questions are arranged oddly; instructors don't always arrange questions topically or in the order in which the information was covered in class. Practice. It takes time to gain proficiency in this strategy. Both writing the questions and predicting what might be asked on the test require practice. These skills should improve as students are exposed to a variety of tests and as they learn more about their instructors' test-writing habits. Don't lose heart when your questions don't appear on the test. If you've used the strategy effectively, chances are you know the material well enough to answer different questions. Page 19 of 84

20 TEST CONTENT AND PROCEDURES The following information must be known in order to form an effective test preparation plan (D. Applegate, CAL). Different strategies must be used for different testing situations. The most common concerns include: When and where will the test be administered? Which topics, chapters, and readings will be covered on the test? What proportion of the questions is from lecture? From readings? From lab? What are the most important ideas? What kinds of questions - essay, identification, multiple choice, etc. - will be asked? Is the exam open-book or closed-book? Do students have to memorize formulas, or is a "cheat sheet" allowed? What ancillary materials - blue book, calculator, ruler, etc. - are required or permitted? What level of detail does the instructor expect in the answers? Does the instructor look for accurate regurgitation of memorized facts or for interpretation of information? Who will administer the exam - the instructor or a teaching assistant? Who grades the exams - the instructor or a teaching assistant? How will the questions be graded - full or partial credit, by hand or by machine? Does the instructor deduct points for spelling or grammar mistakes? There are a number of ways to answer these questions. The following tips are based, in part, on Lunenfeld and Lunenfeld (1992) and Kesselman-Turkel and Peterson (1981). Examine the syllabus. Many of the aforementioned questions can be answered simply by checking the syllabus. Most instructors describe testing procedures, including the types of questions and the ancillary materials permitted, in the syllabus. Look at the course schedule; topics listed here will probably appear on the test. Check the syllabus before meeting with the instructor; he/she may be put off if you ask questions whose answers are clearly indicated in the syllabus. Ask the instructor. One of the best ways to clarify expectations is to consult with the instructor well in advance of the test. It is better to get information "from the horse's mouth" than from a secondary source. Ask for clarification during or after class, or better yet, make an appointment to visit the instructor during his/her office hours. Have a list of questions ready to ask when you meet with the instructor. In some cases, the instructor will reward you with information just for coming to see him/her. But if the instructor seems hesitant to answer questions related to the topics or ideas on which the exam focuses, don't press him/her. Similarly, if he/she says "you should know everything" and when pressed doesn't offer more clarification, check Page 20 of 84

21 the syllabus, old exams, the book, or talk with other students for insights. Instructors are sometimes unwilling to divulge too much. Analyze the instructor's behavior. If the instructor offers few hints and you've never had a test from him/her before, try analyzing his/her behavior for clues. Consider the types of information emphasized in lecture, the nature of assignments, and the manner of lecture presentation. Ask yourself: Does the instructor focus on details? Does he/she emphasize facts or ideas? Would he/she ask "trick" questions? What's his/her goal in teaching and attitude toward testing? Has he/she encouraged students to evaluate and interpret concepts? Look at old tests. Old exams are a valuable source of information concerning the topics or ideas emphasized, the types of questions asked, the way questions are worded, the level of detail the instructor expects in answers, and grading procedures. If copies of old tests are not available, say on reserve at the library, ask the instructor if this accommodation is possible. Some instructors will do this, but only if asked. Consult with other students. Talk with students who have taken the class before. Not only may they have old tests, but they may provide insights into instructor expectations, main ideas, and grading procedures. Current classmates may have ideas about the major topics to study. Use the textbook. Most texts provide review questions at the end of each chapter or unit. These should give you ideas of what may be asked on the test. Or try turning the chapter headings into questions. Check the index listing of people and concepts; the more page references, the more important the idea. Use text workbooks. Student workbooks that accompany the text are an excellent source of review questions for the reading material. They can give you an idea of what topics might be covered on the exam and what the questions may look like. The following chart, called a test procedures organizer, should be completed for each class. Place a copy in the front of the three-ring notebook for each course for easy reference. The chart is modeled after Mengel's (1992) homework organizer. COURSE: INSTRUCTOR: Test Procedures Types of Questions Page 21 of 84