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Test-Taking Strategy The Learning Strategy Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas University of Kansas Center for Research on Learning 2002

Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Self-Questioning Visual Imagery Interpreting Visual Aids Multipass University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

Learning Strategies Curriculum Storage First-Letter Mnemonic Paired Associates Listening and Notetaking LINCS University of Kansas Center for Research on Learning 2006

Learning Strategies Curriculum Expression and Demonstration of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test Taking InSPECT University of Kansas Center for Research on Learning 2006

Test-Taking Strategy Pertinent Setting Demand Purpose of this Strategy A large majority of a student’s mainstream course grade is based on test scores. Purpose of this Strategy To make the student active in attacking a test and earning as many points as possible. To enable students to talk to themselves and to promote positive attitudes while taking tests. To promote a feeling of confidence with regard to taking tests. University of Kansas Center for Research on Learning 2006

The Steps of the Test-Taking Strategy Step 1: Prepare to succeed Step 2: Inspect the instructions Step 3: Read, remember, reduce Step 4: Answer or abandon Step 5: Turn back Step 6: Estimate Step 7: Survey University of Kansas Center for Research on Learning 2006

Rationales Behind the Test-Taking Strategy Students often do not have a routine to follow as they take tests. Use of this strategy provides a routine to use during a test. Students often have negative thoughts as they take tests. This strategy requires positive self-talk during a test. University of Kansas Center for Research on Learning 2006

Rationales Behind the Test-Taking Strategy Students often do not answer several questions on a test. This strategy provides them ways to behave when they are not sure of an answer. Students often do not know how to approach short essay questions. This strategy provides them with a set of behaviors to use when answering an essay question. University of Kansas Center for Research on Learning 2006

Success Formula for Tests Test-Taking Strategy + Study Strategies = Good Grades LISTS FIRST LINCS Paired Associates University of Kansas Center for Research on Learning 2006

Philosophical Underpinnings of the Strategic Instruction Model Most students can learn to function independently in mainstream settings. The role of the support-class teacher is to teach low-achieving students strategies that will enable them to be independent learners and performers. University of Kansas Center for Research on Learning 2006

Philosophical Underpinnings of the Strategic Instruction Model The role of the content teacher is to deliver subject-matter information in a manner that can be understood and remembered by low-achieving students. Students should have a major voice in decisions about what strategies they are to learn and how fast they are to learn these strategies. University of Kansas Center for Research on Learning 2006

Test-Taking Strategy Results Before Instruction After Instruction Test Scores 55% 65% University of Kansas Center for Research on Learning 2006

Selecting Students for the Test-Taking Strategy 1. Students who are required to take tests. 2. Students who are within 10 points of the passing range (achieving scores above 50%). Optional 3. Students who have learned the memory/study strategies, such as the FIRST-Letter Mnemonic Strategy. 4. Students who have learned the Sentence Writing Strategy. University of Kansas Center for Research on Learning 2006

Test-Taking Strategy Introduction Instructional Stages Appendix A: Evaluation Guidelines Appendix B: Instructional Materials Appendix C: Tests Appendix D: Answer Keys University of Kansas Center for Research on Learning 2006

Test-Taking Strategy Instructional Stages Pretest and Make Commitments Describe Model Verbal Practice Controlled Practice and Feedback Advanced Practice and Feedback Posttest and Make Commitments University of Kansas Center for Research on Learning 2006

Test-Taking Strategy Instructional Stages (cont.) Generalization Phase I: Orientation Phase II: Activation Phase III: Adaptation Phase IV: Maintenance University of Kansas Center for Research on Learning 2006

Test-Taking Strategy Student Folder Contents Front Cover: Progress Chart Assignment Sheet Eventual Contents: Cue Cards Pretest Controlled Practice Advanced Practice Posttest Generalization University of Kansas Center for Research on Learning 2006

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

PRETEST Section 1. Put a circle around the letter next to the best choice. 1. Working conditions during the early paleonic period were a. always fair c. usually fair b. never fair d. never dangerous 2. A score in football is called a. a homerun c. a dunk b. a bingo d. a touchdown 3. The average length of the four-toed cremuth is a. one foot c. three feet b. twelve inches d. eighteen inches 4. The Argualan colonists fought the King because of a. land rights c. water rights b. cruelty d. unfair taxation of export products from their homeland 5. The battle of Ares took place because of a. religion c. famine b. greed d. a and b 6. Which of the following is a tree that does not stay green all year? a. fir c. oak b. juniper d. pine 7. Couches and chairs are both a. used only inside the home c. very fast b. easy to read d. furniture for sitting Section II. Match the term on the left with the word(s) on the right that means the same thing. Write the letter in the blank beside the number of the appropriate term. _____ 1. apple a. small growth _____ 2. sethol b. used to purchase goods _____ 3. train c. red or green fruit _____ 4. money d. form of transportation PRETEST Section III. Write a short essay below on the following topic: My Three Favorite Foods. Section IV. Write “True” or “False” in the blank. _____ 1. Low levels of monoplast in the blood always indicates endematic infection. _____ 2. January is a month in the spring. _____ 3. Many of the countries in the lower peninsula region depend on irrigation for crop watering. _____ 4. If sendium is added to phosphorus, it never fails to ignite. _____ 5. Most cancerous cells contain a form of skotema. _____ 6. The first day of the work week is Monday. _____ 7. The greedy Ares always stockpiled their gold. Section V. Write a word in the blank that makes the sentence correct. 1. The last centrium used in a laser was the ____________________________________. 2. Apples, oranges, and pears are all __________________________________________. 3. Reading, writing, and arithmetic are subjects taught in _________________________. 4. A variety of _________________________ are used in extol extraction. The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

The Steps of the Test-Taking Strategy Step 1: Prepare to succeed Step 2: Inspect the instructions Step 3: Read, remember, reduce Step 4: Answer or abandon Step 5: Turn back Step 6: Estimate Step 7: Survey University of Kansas Center for Research on Learning 2006

Step 1: Prepare to Succeed Put your name and PIRATES on the test. Allot time and order to sections. Say affirmations. Start within 2 minutes. University of Kansas Center for Research on Learning 2006

Step 2: Inspect the Instructions Read instructions carefully. Underline what to do and where to respond. Notice special requirements. University of Kansas Center for Research on Learning 2006

Underline What to do and Where to Respond Circle the letter next to the most appropriate choice. Write “T” in front of statements that are true. Write “F” in front of statements that are false. Make a “+” in front of statements that are true. Make a “-” in front of statements that are false. University of Kansas Center for Research on Learning 2006

Step 3: Read, Remember, Reduce Read the whole question. Remember what you studied. Reduce the choices. University of Kansas Center for Research on Learning 2006

Step 4: Answer or Abandon Answer the question. Abandon the question for the moment. University of Kansas Center for Research on Learning 2006

Absolute Words All No Always None Every Never Only University of Kansas Center for Research on Learning 2006

Non-Absolute Words Few Most Some Many Seldom Often Sometimes Usually University of Kansas Center for Research on Learning 2006

Step 6: Estimate Avoid absolutes. Choose the longest or most detailed choice. Eliminate similar choices. University of Kansas Center for Research on Learning 2006

Step 7: Survey Survey to ensure all questions are answered. Switch an answer only if you’re sure. University of Kansas Center for Research on Learning 2006

Verbal Practice Checklist Student’s Name: _____________________________________ Attempts Explaining Strategy 1 2 3 4 5 6 In Own Words ____ ____ ____ ____ ____ ____ Naming Strategy Steps Prepare to succeed ____ ____ ____ ____ ____ ____ Inspect the instructions ____ ____ ____ ____ ____ ____ Read, remember, reduce ____ ____ ____ ____ ____ ____ Answer or Abandon ____ ____ ____ ____ ____ ____ Turn back ____ ____ ____ ____ ____ ____ Estimate ____ ____ ____ ____ ____ ____ Survey ____ ____ ____ ____ ____ ____ Naming Substeps Put name and PIRATES on the test ____ ____ ____ ____ ____ ____ Allot time and order ____ ____ ____ ____ ____ ____ Say affirmations ____ ____ ____ ____ ____ ____ Start within 2 minutes ____ ____ ____ ____ ____ ____ Read ____ ____ ____ ____ ____ ____ Underline “what” & “where” ____ ____ ____ ____ ____ ____ Note special requirements ____ ____ ____ ____ ____ ____ Naming “ACE” Guessing Techniques Avoid absolutes ____ ____ ____ ____ ____ ____ Choose the longest choice ____ ____ ____ ____ ____ ____ Eliminate similar choices ____ ____ ____ ____ ____ ____ Questions 1. __________________ ____ ____ ____ ____ ____ ____ 2. __________________ ____ ____ ____ ____ ____ ____ 3. __________________ ____ ____ ____ ____ ____ ____ Total ____ ____ ____ ____ ____ ____ Percentage Correct ____% ____% ____% ____% ____% ____% Date ____ ____ ____ ____ ____ ____ Test-Taking Strategy Verbal Practice Checklist The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

Test-Taking Strategy Mnemonic Devices PIRATES PASS (P step) RUN (I step) ACE (E step) If you PASS and RUN, you’ll score more points and ACE the test. University of Kansas Center for Research on Learning 2006

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

University of Kansas Center for Research on Learning 2006

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

Test-Taking Strategy Affirmations I look for ways to use the Test-Taking Strategy every day. I believe that when I use the Test-Taking Strategy, I will be successful. I believe that use of the Test-Taking Strategy will help me achieve my goal: I look forward to taking tests and using the Test-Taking Strategy. University of Kansas Center for Research on Learning 2006

Test-Taking Strategy Affirmations I enjoy using “PIRATES” and showing what I know on tests. I work through tests easily using “PIRATES.” When I use the “REMEMBER” step of “PIRATES,” answers come to me quickly. I am a successful test-taker when I use “PIRATES.” University of Kansas Center for Research on Learning 2006

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002

The Challenge University of Kansas Center for Research on Learning 2006 University of Kansas Center for Research on Learning 2002