1. © 2012 Wadsworth, Cengage Learning Menu Options: Lecture/ Discussion Chapter Exercises Audio Chapter Summary Chapter Summary Other Focus TV Focus TV Taking Tests © 2012 Wadsworth, Cengage Learning

2. You’re About to Discover… Why you should change your thinking about testsWhy you should change your thinking about tests What to do before, during, and after a testWhat to do before, during, and after a test Why cramming doesn’t always workWhy cramming doesn’t always work What test anxiety is and what to do about itWhat test anxiety is and what to do about it How to take different kinds of tests differentlyHow to take different kinds of tests differently How cheating can hurt your chances for successHow cheating can hurt your chances for success © 2012 Wadsworth, Cengage Learning

3. p. 236-237 Joe Cloud

4. © 2012 Wadsworth, Cengage Learning Testing 1, 2, 3… Focus TV: Focus TV: Test Taking Test Taking © 2012 Wadsworth, Cengage Learning

5. Before the Test: Prepare Carefully 1. Begin preparing for an exam on the first day of class. 2. Put all the exams for all your courses on your calendar. 3. Find out exactly what the test will cover. 4. Understand that you should prepare differently for different types of tests. 5. Make a study schedule. Turn to page 239 put a + by items you do regularly and a  by items you could start doing.

6. © 2012 Wadsworth, Cengage Learning Before the Test: Prepare Carefully 6. Begin serious reviewing several days before the test. 7. Maximize your memory. 8. Get everything ready the night before. 9. Manage your energy, focus, and work quickly. 10. Don’t give in to a nonproductive, negative attitude.

7. © 2012 Wadsworth, Cengage Learning Before the Test: Prepare Carefully 11. Study with other students. 12. Remind yourself of your long-term goals. 13. Arrive at the classroom early, but not too early. 14. Don’t pop pills to stay awake. 15. Don’t let open-book or take-home tests lull you into a false sense of security. 16. Don’t mess with success.

8. © 2012 Wadsworth, Cengage Learning Cramming: Does “All or Nothing” Really Work?

9. © 2012 Wadsworth, Cengage Learning Physiological Aspects Do YOU Have Test Anxiety? Exercise 10.1: Exercise 10.1: Anxiety Survey Anxiety Survey The four aspects of test anxiety: Cognitive Aspects Behavioral Aspects Emotional Aspects

10. © 2012 Wadsworth, Cengage Learning 1. Get to know your calculator (like it’s your best friend). 2. Concentrate on comprehension, not memorization. 3. Maximize opportunities to practice. 4. Make flashcards. 5. Hit the “redo” button. Reduce Math Anxiety Increase Test Scores + + - - √ √ ∑ ∑

11. © 2012 Wadsworth, Cengage Learning 1. Jot down what you don’t want to forget right away. 2. Preview the exam. 3. Start with what you know. 4. Weigh your answers. 5. Read directions thoroughly. 6. Read questions carefully. 7. If the test has a mixed format, complete the multiple- choice questions first. During the Test: Focus and Work Hard Turn to page 248 put a + by items you do regularly and a  by items you could start doing

12. © 2012 Wadsworth, Cengage Learning During the Test: Focus and Work Hard 8.Explain your answer to a confusing question in the margin of your test. 9. Change your answers if you’re convinced you’re wrong. 10. Ask your instructor for clarification. 11. Pay attention to “aha” moments. 12. Don’t give in to peer pressure. 13. Save time for review. 14. Be strategic about taking online tests.

13. © 2012 Wadsworth, Cengage Learning Types of Tests True-False: Truly a 50–50 Chance of Getting It Right? Watch for parts that make the whole statement false. Assume statements are true until you can prove them false. Watch for absolutes; they often make a statement false. Look for qualifiers; they often make a statement true. Remember: negatives can be confusing.

14. © 2012 Wadsworth, Cengage Learning Types of Tests Multiple Choice or Multiple Guess? Taking the Guesswork Out. Multiple Choice or Multiple Guess? Taking the Guesswork Out.  Think of answers on your own before reading your choices.  Line up your test and answer sheet.  Determine the TPI (time per item).  Don’t decide answers based on the law of averages.  Use a process of elimination and guess if there’s no penalty.  Look for highly similar pairs.  Look for contradictory answers.  Watch out for tricks intended to trip-up the unprepared!  Consider each answer as an individual true-false question.  Be wary of “all of the above” or “none of the above” options.  Watch for terms that have been emphasized. Exercise 10.2: Exercise 10.2: Multiple Choice Multiple Choice

15. © 2012 Wadsworth, Cengage Learning Types of Tests Short-Answer, Fill in the Blank, and Matching Tests Think of short-answer questions like mini-essays. Think it through. Try different combinations of words. Match items you’re certain about and cross them out.

16. © 2012 Wadsworth, Cengage Learning Taking Subjective Essay Tests Types of Tests Save enough time for essays. Make brief notes. Read all the questions first. State your thesis up front. Provide support for your thesis. Zero in on the verb. Use terms from the course. Rifle your answer, don’t shotgun. Generalize if you’re unsure of details. Watch your grammar. Write an answer that reflects what the question is worth. Put down what you do know. Proofread and make sure your handwriting can be read. If you run out of time, jot down anything else you can remember. Summarize at the end.

17. © 2012 Wadsworth, Cengage Learning Don’t Cheat Yourself 1. Remember that cheating snowballs. 2. Instead of saving time, cheating can take time. 3. If you cheat now, you’ll pay later. 4. If you do get caught, cheating may do you in. 5. Cheating is just plain wrong. “ ” For nothing can seem foul to those that win. William Shakespeare

18. © 2012 Wadsworth, Cengage Learning After the Test: Continue to Learn 1.Analyze your results. 2.Read your instructor’s comments and take them to heart. 3. Explain your grade to yourself. 4. Be honest. 5. Make a specific plan for the next test. 6. Approach your instructor politely if you believe your exam was mismarked. 7. Reward yourself for good (study) behavior. “ ” Non scholae sed vitae discrimus. (We do not learn for school, but for life.) Lucius Annaeus Seneca, Roman philosopher and statesman Turn to page 261 put a + by items you do regularly and a  by items you could start doing

19. © 2012 Wadsworth, Cengage Learning VARK Activity p. 263

20. © 2012 Wadsworth, Cengage Learning Chapter 10: Exercises and Activities Test Anxiety Survey Multiple-Choice Test Audio Summary of Chapter 10 Focus TV: Test Taking Chapter Exercise Chapter Exercise p. 254 p. 254 Chapter Exercise Chapter Exercise p. 243 p. 243 Focus TV: Focus TV: Test Taking Test Taking Audio Chapter Summary Chapter Summary Back to Menu Back to Menu

21. © 2012 Wadsworth, Cengage Learning Test Anxiety Survey Exercise 10.1, p. 243

22. © 2012 Wadsworth, Cengage Learning Multiple-Choice Test Exercise 10.2, p. 254

23. © 2012 Wadsworth, Cengage Learning Chapter 10 Audio Summary © 2012 Wadsworth, Cengage Learning

24. FOCUS TV Test Taking Focus TV Focus TV Discussion ?s Back to Menu Back to Menu Back to Activities Back to Activities © 2012 Wadsworth, Cengage Learning

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26. © 2012 Wadsworth, Cengage Learning FOCUS TV Discussion Questions 1.FOCUS correspondent, Matt McClain, says that “testing isn’t only part of college; it’s part of life.” What do you think he means? 2.Both Matt and testing expert, Rob Franek, say that students can change their attitude about taking tests. How? 3.Rob says that for many students, dealing with the emotional component of testing is more of a challenge than mastering the material to be learned. Are you a victim of test anxiety? Look back at the FOCUS test- taking chapter to see if you have any symptoms and identify those you may recognize in yourself. 4.Testing yourself before the actual test is identified in this episode as a good strategy. In which of your courses this term would this practice be particularly helpful? How, exactly, would you go about it? Would you work with a study partner and swap your self-made tests? Would you practice writing out essay questions and then try to critique them objectively to improve your answers? What would work best? 5. The word “confidence” as it relates to test-taking comes up several times in this episode of FOCUS TV. What must students do to build confidence for taking tests?

27. © 2012 Wadsworth, Cengage Learning FOCUS on Community College Success F CUSPoints An Interactive Teaching Tool FOCUS on COMMUNITY COLLEGE SUCCESS Second Edition Chapter 10 Constance Staley and Aren Moore