1. Test Taking in the Health Sciences
SASSI
Kathy Gibbs
Fall 2017
SASSI, Kathy Gibbs, Fall 2017

2. SASSI www.uthsc.edu/sassi
Tutoring
Educational Specialist Sessions
Disability Services
Resources
Website Workshops and Worksheets/Power Points
SASSI, Kathy Gibbs, Fall 2017

3. Educational Specialist Appointments
Educational Specialists (online, over the phone, in person)
Educational specialists are available for all students on each College of Pharmacy campus. No matter where you are, we can meet with you individually online or over the phone. If you are in Memphis, we are also available to meet in the SASSI office.
SASSI, Kathy Gibbs, Fall 2017

4. Performance Factors Knowledge Review Strategy Reading Rate Anxiety
Test Taking Strategies and/or Process
Physical, Mental, and Emotional Health
Self-Image
SASSI, Kathy Gibbs, Fall 2017

5. Preparation for Higher Level Learning Think Like A __________
Stay with the Day
PR²
Learn from the Pros
Relationships Work
Remember, you are a student
SASSI, Kathy Gibbs, Fall 2017

6. Preview Overview Reading Material Lecture Slides Lecture Objectives
Question Stems
SASSI, Kathy Gibbs, Fall 2017

7. Rehearsal Review Brain Dump Objectives Lecture Slides
(do not use notes, text or slides)
Brain Dump
Objectives
Lecture Slides
Comparison/Contrast
Make-up Questions from Slides
Practice Questions/Cases
SASSI, Kathy Gibbs, Fall 2017

8. Lecturing, Reviewing, and Retaining (Learning)
Without reviewing, within 1-2 days, we forget about 80%
of what we have learned.
After this number of days
The amount remembered by students who did NO review
The amount remembered by students who DID review 7
33%
83% 63
14%
70%
SASSI, Kathy Gibbs, Fall 2017

9. Re-Review Reinforcing and Fine-Tuning
Strategic Approach for Lecture/Lecture Slides (Not re-listening to entire lectures)
More Questions
Identify Source for Fine-Tuning
Professors
Texts
Tutors
SASSI, Kathy Gibbs, Fall 2017

10. How do you know, when you know? Bloom’s Taxonomy
One of the questions we ask students regarding being prepared for testing in this environment is "How do you know when you know something?"
Bloom's Taxonomy assists in checking for a higher level of learning. For example, the lowest level of learning is "Remembering". This level might involve just reading and understanding what is read. The next level, "Understanding" could involve explaining what you read to someone else.
The next levels explain what is more typical of the level of learning needed in preparing for tests at the graduate and professional level.
SASSI, Kathy Gibbs, Fall 2017

11. Bloom’s Taxonomy
Applying – Apply, Compare, Contrast, Demonstrate, Examine, Relate, Solve & Use. Problem solving information to produce some result by integrating facts, rules and principles.
How is ... an example of ...?
How is ... related to ...?
Why is ... significant?
On the next four slides, there are explanations and some example questions for each level.
Think about what you are studying now or getting ready to study, can you apply, compare and contrast and integrate that information. What are some examples with some of your recent material.
Can you use the examples on this slide and answer using your present material?
SASSI, Kathy Gibbs, Fall 2017

12. Bloom’s Taxonomy
Analyzing – compare, differentiate, examine, Subdivide something to show how it is put together, find the underlying structure
What are the parts or features of ...?
How does ... compare/contrast with ...?
What are you studying now that you could use the examples of "Analyzing"?
Think about what you are studying now or getting ready to study, can you differentiate, examine and/or identify the underlying structure. What are some examples with some of your recent material.
Can you use the examples on this slide and answer using your present material?
SASSI, Kathy Gibbs, Fall 2017

13. Bloom’s Taxonomy
Evaluating – solve, assess, resolve inconsistencies, judgments or decisions.
What is the most important ...?
Place the following in order of priority ...
How would you decide about ...?
What criteria would you use to assess ...?
Think about what you are studying now or getting ready to study, can you make jugments relatd to what would be more appropriate and why, identify inconsistencies? What are some examples with some of your recent material.
Can you use the examples on this slide and answer using your present material?
SASSI, Kathy Gibbs, Fall 2017

14. Bloom’s Taxonomy
Creating - create a unique, original product from a combination of ideas to form a new whole,
What would you predict/infer from ...?
What ideas can you add to ...?
How would you create/design a new ...?
What might happen if you combined ...?
What solutions would you suggest for ...?
Think about what you are studying now or getting ready to study, can you create something novel or orginal from what you have learned? What are some examples with some of your recent material.
Can you use the examples on this slide and answer using your present material?
SASSI, Kathy Gibbs, Fall 2017

15. Brain Hacks
SASSI, Kathy Gibbs, Fall 2017

16. Showing More of What You Know
Go with what you KNOW
Narrow to 2-3 choices
Apply “Doctors”
Set a Pace and Keep Moving
Be A Warrior
SASSI, Kathy Gibbs, Fall 2017

17. COGNITIVE ARMOR
What did you do to prepare for the assessment? (List these in detail)
What worked?
What are 2-3 things you know well?
Look for “Doctors”
SASSI, Kathy Gibbs, Fall 2017

18. DOCTORS Doctors according to The Princeton Review are:
words that when taken out of the question or the choices, change the question and subsequently the answer chosen.
QUESTION
Michael, age 3 years, was admitted to the emergency room after being rescued from a fire in his home. He is having difficulty breathing. An early sign of respiratory distress that you might observe in Michael is:
SASSI, Kathy Gibbs, Fall 2017

19. The doctor in the question/stem is "early".
An early sign of respiratory distress that you might observe in Michael is:
The doctor in the question/stem is "early".
SASSI, Kathy Gibbs, Fall 2017

20. a. Increased pulse rate CHOICES b. Cyanosis c. Decreased pulse rate
d. Clammy skin
SASSI, Kathy Gibbs, Fall 2017

21. “Doctors” in choices
A sign of respiratory distress is Cyanosis but an early sign of respiratory distress is increased pulse rate.
The doctor in “a.” is increased.
The doctor in “c.” is decreased.
The doctor in “d.” is clammy.
SASSI, Kathy Gibbs, Fall 2017

22. Process of Elimination
a. Increased pulse rate
b. Cyanosis
SASSI, Kathy Gibbs, Fall 2017

23. Which is “more of” an EARLY sign of respiratory distress?
Increased pulse rate
SASSI, Kathy Gibbs, Fall 2017

24. COMPARE AND CONTRAST
If the answer is still not clear, compare and contrast the choices.
* Identify any similarities and/or differences between the choices left. What do they have in common - function, location, characteristics?
* How are they different - is there a degree of difference?
* Is one more general or broad and one more specific or detailed?
* How are they related to the main idea/s of the question?
* Is one more closely associated with the main idea than the other?
SASSI, Kathy Gibbs, Fall 2017

25. Reflection and Self-Evaluation The Path to Matching Performance with Preparation
What did I do that worked – with a question or topic that I felt good about, what worked – reviewing notes, creating an outline, answering practice questions, going to lab, etc.?
Knowing what I know now, what would I have done differently – added, deleted, modified, etc.
SASSI, Kathy Gibbs, Fall 2017

26. Active Processing with Questions (The Pay-Off)
SASSI, Kathy Gibbs, Fall 2017

27. CONTACT Maximizing Questions
Retain up to 50% more Compared to Repeatedly studying the material or Drawing out
SASSI, Kathy Gibbs, Fall 2017

28. Illusion
SASSI, Kathy Gibbs, Fall 2017

29. Take Care of Yourself Eat Well – Breakfast of Champions
Warm- Up with 5-10 Questions before the Test
Helpful Thinking – If it is not helping you, choose something
that is more helpful and more reality-based
Sleep
Exercise
Don’t Isolate
Relaxation
Mental Health
Test Taking Analysis
SASSI, Kathy Gibbs, Fall 2017