Which type of exam question (Multiple choice, Essay, Matching, Short Answer, or Fill-in-the Blank) presents the most difficulty to
MAMARS1979
SLS 1000, Student Learning Success 1
UNIT V STUDY GUIDE
Test Taking Strategies for Successful Learning
Learning Objectives Upon completion of this unit, students should be able to:
1. Identify main causes of test anxiety 2. Analyze personal test taking strategies. 3. Identify methods to combat test anxiety. 4. Discuss objective and subjective test taking strategies. 5. Discuss the importance of a study environment and how it
applies to test taking strategies.
Written Lecture
Test Taking
Dr. Carolyn D. Corliss
Certain specifications should be outlined when professors prepare a test so that they are relevant to the instruction. First, professors should use test and assessment specification as a guide. Simply put, the conditions of the test and assessment should describe the performance needed to be measured along with what learning outcomes to measure. Second, each test item and assessment task should be written so the task to be performed is clearly defined, and it measures the performance described in the intended learning outcome. If a test is written with clarity and simplicity, avoiding unnecessary wording, then the students will have an easier time taking it. Third, keeping the reading difficulty and vocabulary level simple will prevent distorted results. Students should be measured on the performance determined, not by some factor that was not designed to measure. (Miller, Linn, & Gronlund, 2009). Students should be knowledgeable on what to do and what not to do when preparing and taking a test. Preparations for the test can entail many dimensions, including: maintaining good study habits, completing and submitting assignments on time while having a clear understanding of the work expected of you, and contacting the professor if you need any additional help or clarification. Getting a good night’s sleep and eating breakfast before a test will help you stay focused (Tennessee Department of Education, 2010). Also, as a part of preparation, do not cram for the test. You have to start by planning ahead and deciding not only is this is something you need to do, but must do in order to achieve the results you anticipate. Make sure that you have everything you need for the test, i.e. computer, good test taking environment, and minimal distractions. Always make sure to read the directions and questions carefully so you know what is expected from you. Finally, when you have selected all your responses/answers, do not submit it without going back and reviewing your answers and proofing what you have written. (TeacherVision, 2010).
Reading Assignment Written Lecture:
Test Taking
Resources Videos:
Open Book Tests
Test Anxiety
Writing Resources:
APA Resource
Essay Writing
Success Center
Key Terms 1. Essay/written
response questions 2. Matching questions 3. Multiple choice
questions 4. Open book test 5. Short answer
questions 6. Test anxiety 7. Test preparation 8. True/false questions
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Tips for Preparing for a Test/Assignment:
1. Have a Positive Attitude 2. Make a Plan
Several days before the assignment/test is due, make certain you understand all the deadlines, guidelines, and requirements for the given unit. Is the assignment/test from the textbook only? Can you use your calculator? Will you be allowed to use your textbook and/or notes during the assignment/test? Make a list of the most important topics to be covered and use that as a guide when you study. Circle, highlight, underline, etc. items that you know will require extra time. Be sure to plan extra time to study the most challenging topics.
3. The Night Before
Cramming for assignments/tests does not work in most situations. If you have followed a study plan, the night before the test you should do a quick review and get to bed early. Remember, your brain and body need sleep to function well.
4. The Day of the Test/Assignment
Do not skip breakfast. Research has shown our brains perform more effectively and efficiently when we have eaten a nutritious meal. Conduct a ten to fifteen minute overview before going about your daily routine.
5. Test Time
Before the test, make sure you have everything you will need – scratch paper, extra pencils, your calculator (if you are allowed to use it), extra toner for your computer, an ample amount of paper for printing, and make sure your computer is working correctly.
Test Anxiety Research suggests anxiety increases during testing. It may motivate you to perform well. For others, the fear of failure may cause undue anxiety severe enough it will interfere with test performance. You may be the student who is generally anxious and not prepared mentally, and testing may enhance this already high level of anxiety. Always keep in mind your level of anxiety during test taking has nothing to do with your level of understanding of the material. You may have prepared just as well as the next person, yet your performance on your exam may not exceed that of your competitor. As a well-motivated student, you may perceive these evaluation situations as challenges, whereas other equally well-motivated students may perceive them as threats. If you tend to be a student who perceives an assessment as threatening, you may not have the ability to perform as well on the task if the proper preparation has not been established. Learn how to reduce your anxiety when testing by simply taking the best steps for you to overcome it. Six Steps to Reduce Test Anxiety:
1. Be prepared by studying test materials over a period of time instead of cramming shortly before submitting assignment/test.
2. Seek clarification on any questions you have in advance. 3. Take a few “practice” tests to lessen your levels of anxiety. 4. Limit your distractions if possible. Turn off music, telephones, and
televisions. Create a study environment to help you learn effectively. For example, go to a local library or quiet area when completing and submitting your tests.
5. Take a breather. Go outside and take a quick walk or try taking a few minutes to relax.
6. Don’t put too much pressure on yourself, and do your best to “de- emphasize” the importance of the test. Always keep the experience of test-taking in perspective and think positively.
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True/False Questions The most common use of true/false test is in measuring the students’ ability to identify the correctness of a fact or statement, terms, or principles. Unfortunately, a common criticism of a true/false test is that a student may be able to recognize a false statement but still not know what is correct. In other words, a true/false test does not always measure what the student has learned. One of the advantages to a true/false test is that a student’s response time to true/false questions are usually quicker than other type of test items. Another advantage of true/false tests is that students are able to answer many test items in a short amount of time; therefore, a wide range of content can be covered in a short period of time. Finally, students tend to like true/false test items due to a 50/50 change of selecting or guessing the correct answer on the basis of chance alone. A disadvantage of true/false questions is that they can easily become ambiguous and confusing to the student if the test items are poorly constructed. Another limitation is that true/false questions do not measure beyond the knowledge area in learning outcomes. Students may be prone to guessing because he/she has a 50/50 chance of getting the answer correct. Additionally, because it can be difficult to construct questions that do not contain clues in other questions, the student’s chances can be higher than 50%. The question is then strictly based on guessing and not the knowledge of the subject matter. Finally, there are some subjects in which true/false test questions would not be practical, such as social sciences or math (Miller et al., 2009).
Tips for Students Completing True/False Questions:
1. Look for double negatives in the test question/statement – many students tend to overlook negative words such as no or not, etc.
2. If a test question or statements have the following words: never, only, all, none or always, the answer is usually false, as very few things are absolute.
3. Researchers have indicated that more questions/statements on a true/false test will be TRUE (60%). Therefore, if a student must guess at the answer, true is often the correct choice. The reason for this is that most professors want students to come away with the correct answer.
4. Often broad and general statements are FALSE. 5. There is a tendency for TRUE statements to be longer because they
must be precisely phrased in order to be absolutely true. Multiple Choice Questions
Multiple-choice tests are widely used and are the most versatile type of test items available. They can measure a large variety of learning outcomes, ranging from simple to complex. Multiple-choice tests are adaptable to most types of subject-matter content. Students should consider the following suggestions before answering multiple- choice questions. Read the statement and questions thoroughly before answering, some professors insert tricky questions or statements that may confuse students. Also, look for clues that might lead to the answer, as this will help the student by reducing reading time, and he/she can focus on the stated problem (Miller et al. 2009). Tips for Students Completing Multiple-Choice Questions:
1. Most multiple-choice questions or statements have four choices for the correct answer therefore; students have a 25% chance of choosing the correct answer.
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2. Eliminate any obvious wrong answers first; this will give students a higher percentage of selecting the correct answer.
3. Often correct answers will be stated in positive terms. 4. Do not overlook words such as no, not, least or similar words used in a
negative statement. 5. The item should contain only one correct or clearly best answer.
Matching Questions Matching test questions make it possible to measure a large amount of factual material in a short amount of time. Matching test items usually provide the student with fewer clues to the correct answer (Miller et al. 2010). They have a tendency to measure simple recall, and usually do not test high-order thinking (University of Alabama-Birmingham, 2010; Miller et al. 2009).
Tips for Students Completing Matching Questions:
1. Read the directions carefully, some matching tests will allow you to use the same response more than once, while in other matching tests, a response may only be used once.
2. If a response can only be used once, strike through it as you use the response. This will prevent you from reusing the response.
3. Matching tests usually take longer to complete than some other testing methods, therefore do not spend too much time on one item; move to the next question, then come back and answer before submitting the test.
4. Matching tests often consist of names, events, and dates; therefore, rote memorization is a tool students can use to learn the elements in each list.
Short Answer Questions Short answer questions are widely used to measure the recall of memorized information. By minimizing guessing, the professor is able to cover a wide range of content. Some disadvantages of short answer test items are that they are used to measure simple learning outcomes, and the professor has to read each question to consider full or partial credit for the student’s answers (University of Alabama-Birmingham, 2010; Miller et al. 2009). When constructing short answer test items, professors should: word the item so that students understand what type of response is required to answer the question in a brief and specific manner; do not take questions directly from the text because they can be too general, and can lead to students getting the answer incorrect because specifics were not provided; and when dealing with numbers or anything of numerical value, specify the type of answer required so that it will clarify the problem and simplify the scoring (Miller et al. 2009). Tips for Students Completing Short Answer Questions:
1. Answers to short answer test questions are usually one sentence or less.
2. Students must know the material, since the answer is not provided in an option. Guessing is therefore minimized.
3. Partial credit is often given for answered questions. Do not leave an answer blank.
4. Read the directions carefully as some questions may have more than one answer.
5. Points are often deducted for spelling and grammatical errors; get clarification before submitting your test.
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Essay/Written Response Questions Essay questions can be used in a variety of ways to measure many different types of learning outcomes, including complex learning outcomes that cannot be measured by other means. They also emphasize the integration and application of thinking and problem-solving skills, and enable the direct evaluation of writing skills. Essay questions take much longer to complete than any other type of assessment, therefore students need to manage their time when completing this type of question (Miller et al. 2009; University of Wisconsin, 2010). Essay questions should be worded so that there is a clear expectation of the type or response required to satisfy the question (Miller et al. 2009; Reiner, Bothell, Sudweeks, & Wood, 2002). Tips for Students Completing Essay/Written Response Questions:
1. Read directions carefully, some essay tests will ask for a certain number of questions be answered. An example of this would be if the directions said to answer three out of the five questions listed.
2. Write a strong thesis sentence; this will enable you to build and expand on the question(s) asked.
3. Make certain the essay is structurally sound by organizing your thoughts, applying critical thinking, and transitioning smoothly between paragraphs.
4. Apply proper mechanics by incorporating correct sentence structure, grammar, and punctuation.
5. Make certain you answer the question(s) completely. Many student’s may have a well-organized essay but of irrelevant material. Often professors may give partial credit for answered questions. If you ever have questions regarding written responses, or if you want someone to look over your writing before you submit, contact the Success Center. They would be more than happy to assist you!
Open Book Tests Most students are thrilled when they learn a test will be open book. Meaning, student will be able to use their textbook and/or notes to answer the questions on an upcoming test. Many times students assume that since they are able to use their textbook and notes to answer the questions, they do not need to study. Unfortunately, students should not underestimate the preparation needed for an open book test. The key to doing well on open book test is proper organization in order to quickly find data, quotes, examples, and/or arguments to use in your answer. Professors often construct open book tests to require that students thoroughly understand the information and can apply it to different situations. Students are often required to do more than just memorize and recall facts and answers cannot always be found in the book. Students who are not familiar with the layout of the book or the content of the chapter(s) often will not do well on these types of tests. Tips for Taking Open Book Tests:
1. Keep current with the readings and assignments. 2. Know where to find everything. Don’t expect to find quick answers. 3. Observe headings and sub-headings, and make your own outline. 4. Read the questions carefully to understand what is expected.
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5. Mark all important terms with sticky-notes, flags and/or highlight the material.
6. Make your own notes and write down important formulas or concepts that were covered in the chapter(s) being tested.
7. Make good use of time by answering the questions that you are confident of and/or for which you will need much time checking out the resources.
8. Don’t over answer the question; aim for concise, accurate, thoughtful answers that are based on evidence.
Helpful Websites for Review TeacherVision (2010). Top ten test-taking tips for students. Retrieved from
http://www.teachervision.fen.com/study-skills/teaching- methods/6390.html?detoured1.
Tennessee Department of Education. (2010). 'Test-Time' Strategies for Students,
Parents, and Teachers. Retrieved from http://www.tennessee.gov/education/assessment/doc/tsteststrategies.pdf.
Test taking strategies, skills, and techniques. (2011). Retrieved from
http://www.testtakingtips.com/test/index.htm.
References Aiken, L. R. (2000). Psychological Testing and Assessment (10
th ed). Boston, MA:
Allyn and Bacon. Chatterji, M. (2003). Designing and using tools for educational assessment.
Boston, MA: Allyn and Bacon. Gronlund, N. E. (2003). Assessment of student achievement (7
th ed). Boston, MA:
Allyn and Bacon. Johnson, D. & Johnson, R. (2002). Meaningful assessment: A manageable and
cooperative process. Boston, MA: Allyn and Bacon. McKeachie, W. J. (1999). Teaching tips: Strategies, research, and theory for
college and university teachers (10 th ed). Boston, MA: Houghton Mifflin
Company. Miller, M.D., Linn, R.L., & Gronlund, N.E. (2009). Measurement and assessment in
teaching. Upper Saddle River, NJ: Pearson Education, Inc. Reiner, C.M., Bothell, T.W., Sudweeks, R.R., & Wood, B. (2002). Preparing
effective essay questions: a self-directed workbook for educators. Retrieved from http://testing.byu.edu/info/handbooks/WritingEffectiveEssayQuestions.pdf
TeacherVision (2010). Top ten test-taking tips for students. Retrieved from
http://www.teachervision.fen.com/study-skills/teaching- methods/6390.html?detoured=1
Tennessee Department of Education. (2010). “Test-Time” strategies for students,
parents, and teachers. Retrieved from http://www.tennessee.gov/education/assessment/doc/tsteststrategies.pdf
University of Alabama-Birmingham (2010). Test item writing. Retrieved from
http://main.uab.edu/Sites/student-success/resources/33074/
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University of Wisconsin (2010). Essay questions. Retrieved from http://academic.son.wisc.edu/wistrec/net/essay.swf
Walker, G. H. (2003). Designing test questions. Retrieved July 4, 2010, from
University of Tennessee at Chattanooga website: http://www.utc.edu/Administration/WalkerTeachingResourceCenter/Fac ultyDevelopment/Assessment/test-questions.html