1. WARNING:
Making, carrying, or using overhead transparencies for every item in this training packet poses a significant physical and mental health hazard to you and your audience -- use sparingly and very judiciously

2. 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

3. 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

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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

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

14. 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

15. 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

16. 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

17. 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

18. 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

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

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

21. 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

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

23. 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

24. 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

25. 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

26. 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

27. 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

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

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

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

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

32. 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

33. Verbal Practice Checklist
Student’s Name: _____________________________________
Attempts
Explaining Strategy
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

34. 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

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

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

37. University of Kansas Center for Research on Learning 2006

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

39. 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

40. 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

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

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

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

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

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

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