1. Test Taking Strategies Palmer Ridge HS PREP Class What you’ve always wanted to know about… Oh, you know you do!... Source: BYU Academic and Counseling Center

2. Objectives Understand how to do a Study Plan. Be familiar with general test-taking strategies. Be familiar with test-taking strategies for: True/False test questions Multiple choice test questions Matching test questions Fill in the blank questions Essay questions

3. How to do a Study Plan in 4 Easy Steps Step 1, Get Organized (1 day). Do you have all the notes, handouts, study guides, etc? You’d be surprised what you might have misplaced over the past months, and the night before the exam is NOT the time to discover this! Take a day to ensure you have/get everything you need, and get it organized.

4. Step 2, “Chunk” the Information and Study. Divide up all that testable material into 3-4 logical study chunks. Chapter groups or major topics are logical “chunks”. Allocate at least an hour for each chunk, doing a chunk a day over the course of several days. As you complete a “chunk”, move on to the next chunk, but allocate about 10 minutes to review the previous chunk. So by “chunk three” you are studying for an hour or so on that chunk, and reviewing the previous two chunks for about 10 minutes each. Remember our class on “repetition reviews” and how that helps retention and retrieval? It REALLY applies to Exam preparation. How to do a Study Plan in 4 Easy Steps

5. Step 3, Identify any “Hard Stuff” and start a separate study guide. As you study each “chunk”, identify areas where you have trouble with key concepts or terms, or are confused. This is the “hard stuff”. Start a SEPARATE study guide for all this “hard stuff”. Add to it as you complete your chunks. Now you have a focused study guide for that stuff that isn’t sticking in that big brain. Use that study guide as part of your final review (allocate a day) AND ensure you take it to your exam review with your teacher to address any points of confusion. How to do a Study Plan in 4 Easy Steps

6. Step 4, The Night Before and Exam Day! Do an overall review the last night, but don’t overdo it. Focus on what your teacher covered in the last review. Study your “Hard Stuff” study guide one more time. Get a good nights sleep….rest that big brain! Have a healthy breakfast in the morning (proteins, fruits, complex carbs). You need slow burning calories to give you energy for up to three hours of back to back exams! Arrive early to your exam and relax! How to do a Study Plan in 4 Easy Steps

7. Study Plan Format for Multiple Exams (posted to the PREP Fusion Page

8. Note: Busses run NORMAL schedules this week. Access Periods on exam mornings are OPTIONAL. But you must be present by exam start! If you leave after exams on Thursday, you will need a RIDE!

9. Test Taking Strategies Be familiar with general test-taking strategies. Be familiar with test-taking strategies for: True/False test questions Multiple choice test questions Matching test questions Fill in the blank questions Essay questions

10. General Test Taking Tips There is no substitute for a GOOD study plan. Don’t cram! Get a good nights sleep the night prior and a good breakfast (proteins, not just sugars and carbs) in the morning. Fuel and refresh your brain! Arrive early and relax. Take deep breaths. Listen to any last minute instructions…things change. Read the instructions carefully. Skim the test, get a plan, and allot your time. Make sure you can see a clock.

11. General Tips, continued Keep positive and keep moving forward so you don’t get frustrated. Don’t dwell on a question…you usually just waste time. Skip it and loop back later. A “second look” may result in an answer. First impressions are usually correct. Don’t overthink the question. Plan to finish early for proofing and review. Treat each test as a practice session and identify weaknesses for next time.

12. Tips for True/False Tests When you do not know the answer, mark it true! There are generally more true questions on true-false exams than false questions. Instructors find it difficult to make a false statement look true. Specific detail in the statement may also tend to make it true. For example, the statement "Babe Ruth hit 60 home runs in one season" has specific detail and is more likely to be true. Look for any factor that will make a statement false. It is easy for the instructor to add a false part to an otherwise true statement. Students often read the question and see some truth and quickly assume that the entire statement is true. For example, "Water boils at 212 degrees in Denver." Water does boil at 212 degrees, but not at Denver's altitude.

13. Tips for True/False Tests allnonebestabsolutely alwaysneverworstabsolutely not onlynobodyeverybodycertainly invariablyno oneeveryonecertainly not Look for extreme modifiers that tend to make the question false. Extreme modifiers, such as always, all, never, or only make it more likely that the question is false. Here is a more complete list of EXTREME modifiers.

14. Tips for True/False Tests Qualifying words tend to make a question true. Qualifiers (seldom, often, many) increase the likelihood that the statement is true. Here is a more complete list of QUALIFIERS. usuallyfrequentlyoftensometimes someseldommanymuch probablya majorityapt tomost mighta fewmayunlikely

15. Tips for True/False Tests Negative words or prefixes complicate the statement. Watch out. The prefixes (un-, im-, miss-) will alter the meaning of the statement. Double negatives make a positive. For example "not uncommon" actually means common. Questions that state a reason tend to be false. Words in the statement that cause justification or reason (since, because, when, if) tend to make the statement false. Pay close attention, because the reason that is given may be incorrect or incomplete. There is no substitute for the truth. Concentrated hours of study is the best way to prepare true-false questions. Teachers, however, often try to test your memory of the material by slightly altering it.

16. Let’s try a few… https://casc.byu.edu/true-false-practice-test

17. Tips for Multiple Choice Tests Formulate your own answer before reading the options. Focus on finding an answer without the help of the alternatives. This process will increase your concentration. Doing this will help you exercise your memory. Eliminate unlikely answers first (process of elimination). Quickly eliminating two alternatives may increase your probability to 50/50 or better. Use the true-false methods described earlier and find the false alternative. Select numbered answers from the middle range, not the extremes. For example, if the height of a mountain is requested, eliminate 20,000 feet (high), and 3,000 feet (low). Then choose between 8,000 feet and 11,000 feet.

18. Tips for Multiple Choice Tests Select answers that are longer and more descriptive. Longer (true) answers stand out and contain more detail. Shorter (false) answers are created quickly as throw-aways. Descriptive detail is given to help you identify the truth. Similar answers give you a clue! One of them is correct, the other is disguised. Watch out for "NOT TRUE" Remember to reverse your procedure and eliminate truth. Use the true-false methods described earlier and find the false alternative.

19. Let’s try a few… https://casc.byu.edu/multiple-choices-practice

20. Test Taking Strategies Part 2 What you’ve always wanted to know about… Oh, you know you do!... Source: BYU Academic and Counseling Center

21. Tips for Matching Tests Examine both lists to determine the types of items and their relationships. Remember the test maker may be testing to see if you have mastered terms. Look completely through both lists to become familiar with the words, build your confidence, and enhance your memory of key words or phrases. Use one list as a starting point and go through the second list to find a match. This process organizes your thinking and promotes memory. As you become familiar with the second list, you will be able to go straight to a match that you saw when looking through the lists a previous time. Move through the entire list before selecting a match because a more correct answer may follow. Avoid the “close second” choice!

22. Tips for Matching Tests Determine if you have “extra” matching choices. In addition to “close second” answers, there may be extra choices. Re-look those left over choices to make sure they are not a better answer. Cross off items on the second list when you are certain that you have a match. DO NOT guess until all absolute matches have been made. You will likely eliminate an answer that could be used for a later choice.

23. Tips for Fill in the Blank Tests Analyze the number of blanks and the length of the space. The test maker is giving you clues to the answer by adding spaces and making them longer. Look for clues in the stem of the question and the words of the question. Grammatical clues may also be given in the question. For instance, if the word “an” is before the blank, then you can assume that the correct answer starts with a vowel. Example: An anorexic is a person who suffers from an eating disorder involving self-imposed starvation. Clues about the type of information needed (a name, place, date, or fact) can be written within the sentence.

24. Tips for Fill in the Blank Tests Provide a descriptive answer when you cannot think of the exact word or words. Never leave a blank. The instructor will often reward your effort with partial credit. Over answer when you have two viable answers. Example: President ______________ was the most effective trust-buster of the Progressive Era in America. You could say Teddy Roosevelt, whose nickname was the “trust-buster” and who was the first progressive to actively take on the trusts. But little known William Taft actually busted more trusts in one term than Roosevelt did in two. What do you do? Pick what you think is the best choice, and write a short explanation why in the margin. Even if you are wrong, you may get points for stating your logic.

25. Tips for Essay Based Tests Organize your thoughts before you begin to write. A short outline on a separate piece of paper will improve your essay. Is there a stated paragraph length (like a standard five paragraph essay) or format? Are there any special requirements, like quotes? Paraphrase and answer the original question to form your introductory statement. Form a clear thesis statement (statement of purpose) and place it as near to the beginning as possible. As part of forming your thesis, turn the question into a statement. Also include key words from the original question in your thesis. This keeps you on track, and stops you from straying off topic. Example: Who was the best President of the Progressive Era? “The best President of the Progressive Era was Woodrow Wilson because…..” Provide clear explanations/examples to support the main concept. Remember, a complete answer usually has a main idea, supporting details and illustrative examples.

26. Tips for Essay Based Tests Write neatly. Use pencil if possible for easy corrections. Your teacher may be grading 100+ essays. Neatness makes grading easier, and may get you some extra points. Use lists or bullets wherever possible so your key points STAND OUT. Numbers or bullets allow the teacher to easily see your points. Never bury your lists or key points in the middle of a paragraph. If you must use a long paragraph, underline your key points.

27. Tips for Essay Based Tests Identify the verbs or words in the question that give you direction. Find the key words in each question describe the task you are expected to complete. Circle the direction words in the question to make sure that you are focusing on the desired task. Sample direction verbs or adjectives, and their generally intended action or task, are listed next.

28. Key Direction Words for Essay Tests Make sure you do what the directions ask! Direction verbs that ask you to review an idea or concept in your own words: summarize, discuss, explain. Direction verbs that ask for a set of items or ideas that were presented in lecture or reading. These action words generally require more precise wording of items by giving numbers or steps: trace, outline, list, diagram, solve. Direction verbs that ask you to speak in favor of a concept or give the reasons why it should be accepted as valid: defend, argue, debate, contend, justify. Directions verbs that ask for a specific meaning or picture of a concept: describe, depict, illustrate. contrast, compare, distinguish, differentiate Direction verbs that ask you to show differences in several ideas or situations: contrast, compare, distinguish, differentiate. Direction adjectives that ask for specific information the instructor considers important: significant, critical, key, important, major, principal.

29. That’s It! Now you just need to STUDY! Ok, you are a study plan and test-taking strategy genius. Now, review your exam schedule and develop a study plan! Remember, test taking tips can help get a few more questions right, but cannot replace good preparation! This briefing is posted to the Fusion Page for future review. What are your questions?