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

2. Without PIRATES University of Kansas Center for Research on Learning 2006 Many students walk the plank every time they take a test.

3. Test Taking Anxiety University of Kansas Center for Research on Learning 2006 3

4. Rage Against the Dying of the Light!! And don’t take #@&% from nobody. University of Kansas Center for Research on Learning 2006 4

5. In this workshop, you will learn how to prepare your students to  allocate time and priority to each section of a test,  carefully read and focus on important elements in test instructions,  recall information using mnemonic devices,  systematically and quickly progress through the test,  make well-informed guesses,  check their work, and  take control of the testing situation. University of Kansas Center for Research on Learning 2006 5

6. WHAT ARE LEARNING STRATEGIES? STRATEGIES CONTENT SKILLS

7. LEARNERS SELF-REGULATING INFORMATION PROCESSORS AKA LEARNERS STRATEGIES CONTENT SKILLS

8. how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes. STRATEGY Includes

9. LEARNING STRATEGIES Teach students how to think about and solve problems or quite simply... HOW TO LEARN

10. LEARNING STRATEGIES CURRICULUM University of Kansas Center for Research on Learning 2006 Acquisition Word Identification Paraphrasing Self-Questioning Visual Imagery Interpreting Visual Aids Multipass Storage First-Letter Mnemonic Paired Associates Listening and Notetaking LINCS

11. Expression and Demonstration of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test-Taking InSPECT LEARNING STRATEGIES CURRICULUM University of Kansas Center for Research on Learning 2006 11

12. THEORETICAL PERSPECTIVE ↓ Teacher says, teacher does. ↓ Teacher says, student does. ↓ Student says, student does. ↓ Student whispers, student does. ↓ Student thinks, student does. OR University of Kansas Center for Research on Learning 2006 12

13. University of Kansas Center for Research on Learning 2006 13 I do We do You do!!

14. TEST-TAKING STRATEGY Critical Instructional Procedures p. 4 Highlight  State 1: Pretest and Obtain Commitments  Stage 2: Describe (I do)  Stage 3 Model (We do)  Stage 4: Verbal Practice (You do)  Stage 5: Controlled Practice and Feedback  Stage 6: Advanced Practice and Feedback  Stage 7: Posttest and Make Commitments  Stage 8: Generalization University of Kansas Center for Research on Learning 2006 14

15. Other Instructional Issues pp. 6-8  It is critical to follow the instructions as they are presented.  Strategies are designed to be taught in small groups but can also be taught one to one or to a whole class.  Students should be highly involved in every stage of the process to facilitate active, independent learning. Adhere to the three statement rule (see p. 7)  The instructors manual provides the science of effective teaching. You bring it to life with your feedback, enthusiasm, and commitment.  Good feedback is positive, corrective, given individually, and timely.  Mastery criteria encompass correctness and fluency.  When students down, it may indicate that they are lacking prerequisite skills or have lost sight of the benefits of learning the strategy.  Lessons are designed to keep students together through the Model Stage. University of Kansas Center for Research on Learning 2006 15

16. MANAGING INSTRUCTION Selecting Students (p. 8)  Students who are required to take tests.  Students who are within 10 points of the passing range (achieving scores above 50%). Optional  Students who have learned the memory/study strategies, such as the FIRST-Letter Mnemonic Strategy.  Students who have learned the Sentence Writing Strategy. University of Kansas Center for Research on Learning 2006 16

17. Set Your Goals  Set goals for each student and record progress  Expect to spend a minimum of 25-30 minutes a day on strategy instruction University of Kansas Center for Research on Learning 2006 17 Get Organized  Make copies and file all student materials  Prepare a three ring binder or manila folder labeled with the name of the strategy for each student  Attach to the inside cover one assignment sheet (114) and one progress chart (p. 117)

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19. 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

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22. Test-Taking Strategy Instructors Manual  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 22

23. PRETEST AND MAKE COMMITMENTS Stage 1

24. INSTRUCTIONAL METHODS  The contents of each instructional stage is organized in the same way (p. 10)  Scan Stage 1 Pretest and Make Commitments(p. 12) and highlight the following lesson organizing structures. What your goal is What you need How to prepare How much time to allow What to do What to require Where to go from here How to troubleshoot University of Kansas Center for Research on Learning 2006 24

25. STAGE 1: PRETEST AND OBTAIN COMMITMENTS  What your goals are 1. Test students’ current use of testing strategies 2. Provide feedback on why they may not have been successful in the past 3. Gain commitment to learn the strategy University of Kansas Center for Research on Learning 2006 25

26. IMPORTANT! Before you teach the lesson Always Review Your goals What you need How to prepare How much time to allow, and University of Kansas Center for Research on Learning 2006 26

27. What to do University of Kansas Center for Research on Learning 2006 27

28. 1. Provide an advance organizer We need to find out how well you take test and what kinds of strategies you use when taking tests. So we are going to begin our work today by taking a test that will help us determine the test-taking strategies or skills you already use. 2. Distribute materials University of Kansas Center for Research on Learning 2006 28

29. University of Kansas Center for Research on Learning 2006 29 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 fairc. usually fair b. never faird. never dangerous 2. A score in football is called a. a homerunc. a dunk b. a bingod. a touchdown 3. The average length of the four-toed cremuth is a. one footc. three feet b. twelve inchesd. eighteen inches 4. The Argualan colonists fought the King because of a. land rightsc. water rights b. crueltyd. unfair taxation of export products from their homeland 5. The battle of Ares took place because of a. religionc. famine b. greedd. a and b 6. Which of the following is a tree that does not stay green all year? a. firc. oak b. juniperd. pine 7. Couches and chairs are both a. used only inside the homec. very fast b. easy to readd. 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. applea. small growth _____ 2. setholb. used to purchase goods _____ 3. trainc. red or green fruit _____ 4. moneyd. 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.

30. 3. Give instructions for the Test-Taking Pretest Look over this test for just a minute and notice that many of the questions are about information that you do not know. For example, look at #4 in the first section of the test. Does anyone know what the term Argualan colonist means? No? It’s ok if you don’t but when you come to a question with words or terms that you don’t know, just answer as best you can. This will show us how you handle questions when you don’t know the answer. You will have 25 minutes to finish the test. Do everything you would normally do to try to earn the best grade you can. The results of this test will not affect your grade in this or any other class. We are just trying to find out what you already know about test–taking so you can learn new things that you don’t already know. University of Kansas Center for Research on Learning 2006 30

31. Then 4. Conduct a comprehension check 5. Solicit and answer questions 6. Monitor students work—Make a note of any student who does not begin in 2 minutes 7. After 25 minutes, collect the Test-Taking Pretest 8. Score the Pretest University of Kansas Center for Research on Learning 2006 31

32. The next lesson... 9. Communicate the results (privately) to the students. 10. Introduce the Success Formula Test-Taking Strategy + Effort = Success!! University of Kansas Center for Research on Learning 2006 32

33. Then  Fill out the management chart Review  What to require for mastery  Where to go from here University of Kansas Center for Research on Learning 2006 33

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35. DESCRIBE Stage 2

36. STAGE 2: DESCRIBE What your goals are 1. Detail the nature of the strategy 2. Explain the benefits as well as costs of learning the strategy 3. Set goals with respect to how long to take to learn the strategy University of Kansas Center for Research on Learning 2006 36

37. Specifically, your goals are...  Provide rationale for learning the strategy--WHY  Review situations where they might use the strategy-- WHERE  Describe the results the students can expect--WHAT  Describe the steps of the strategy--HOW University of Kansas Center for Research on Learning 2006 37

38. What you need...  One copy of Cue Cards #1-9 (pp. 102-110)  Student folders  Note paper for students  Large calendar  Test Taking Pretest  Management Chart University of Kansas Center for Research on Learning 2006

39.  Familiarize yourself with the lesson.  Allow 75-100 minutes to complete the lesson. Challenge Question How many days will it take to complete this lesson? University of Kansas Center for Research on Learning 2006 39 How to prepare...

40. What to do University of Kansas Center for Research on Learning 2006 40

41. 1.Provide an advance organizer a. Review previous lesson You have each taken a test to evaluate your test-taking skills, and you have set a goal to learn a strategy to improve those skills. b. State the purpose of the lesson Today you will begin learning a strategy that will help you improve the way you take tests. It is called the Test- Taking Strategy. At least most and probably all of you will be able to use this strategy in 4-5 weeks. University of Kansas Center for Research on Learning 2006 41

42. A plan or method for solving a problem or completing a task STRATEGY Is c.Define “strategy

43. d.Describe the Test-Taking Strategy The Test Taking Strategy will help you Answer questions carefully Avoid careless mistakes Make the best possible guess when you don’t know the answer Test-Wise University of Kansas Center for Research on Learning 2006 43

44. e.Describe the “Study plus Test-Taking” equation University of Kansas Center for Research on Learning 2006 44 f.State your expectations As we discuss the Test-Taking Strategy, you will need to take listen, answer my questions, and take notes. When you hear more about this strategy, I’m sure you will see how it can help you. Study Strategies + Test-Taking Strategy = (Knowledge) (test-wiseness) Good Grades!!!

45. 2.Discuss Rationales  Get in control of your grades  Do well on tests  Show what you are learning  Go to college  Get a good job University of Kansas Center for Research on Learning 2006 45

46. 3.Where Can You Use the Test Taking Strategy University of Kansas Center for Research on Learning 2006 46

47. 4.Results you can expect University of Kansas Center for Research on Learning 2006 47 Before Instruction After Instruction Test Scores 65%75%

48. 5.Provide an advance organizer for a description of the steps Now that you’ve set your goals, let’s go over the steps of the Test-Taking Strategy. University of Kansas Center for Research on Learning 2006 48

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50. MODEL Stage 3

51. STAGE 3: MODEL What your goals are 1. Demonstrate the Test-Taking Strategy in its entirety while “thinking aloud” so students can witness the cognitive processes involved. 2. Involve students in the demonstration to check their understanding of the cognitive processes involved. University of Kansas Center for Research on Learning 2006 51

52. You will need...  Large writing surface and writing implement  Overhead transparency or paper copy of the Pretest  Cue Cards #1-9  Student folders  Management Chart University of Kansas Center for Research on Learning 2006 52

53.  Gather needed materials.  Review the Pretest and the instructions below.  Practice using the strategy. How much time do you allow? University of Kansas Center for Research on Learning 2006 53 How to prepare...

54. What to do University of Kansas Center for Research on Learning 2006 54

55. 1.Review the Strategy Name the word for the strategy (PIRATES) and the mnemonic sentence for the strategy (When you RUN and PASS, you’ll score more points and ACE the test.); Name the steps of the strategy and the substeps for Steps 1 and 2; Name the ACE guessing technique; Name the absolute and nonabsolute words; Name some of the situations in which students will be able to use the strategy; and Explain how the strategy can help students. University of Kansas Center for Research on Learning 2006 55

56. 2.Give an advance organizer Review the purpose of the previous lesson State the purpose of this lesson Specify your expectations Solicit and answer questions University of Kansas Center for Research on Learning 2006 56

57. 3.Display the first page of the Pretest 4. Model PIRATES University of Kansas Center for Research on Learning 2006 57

58. 5. Give a Post-Organizer 6. Solicit and answer questions 7. Record the completion date for Stage 3. 58

59. VERBAL PRACTICE Stage 4

60. VERBAL PRACTICE What your goals are 1. Ensure that students memorize the Test- Taking Strategy steps to a criterion of 100% performance. 2. Ensure that each student understands the concepts and processes involved in using the Test-Taking Strategy. University of Kansas Center for Research on Learning 2006 60

61. What you will need  Large writing surface and writing implement  Overhead transparency of Cue Cards 1, 2, 3, and 8 and an overhead projector  Student folders  Test-Taking Verbal Practice Checklist (one per student)  Management Chart University of Kansas Center for Research on Learning 2006 61

62. How to Prepare  Check your supply of Test-Taking Verbal Practice Checklists  Gather other materials listed  Read the instructions for the lesson  Write the verbal practice requirements on the board University of Kansas Center for Research on Learning 2006 62 How much time to allow  30-50 minutes

63. What to do TTYN and alternate teaching various parts of the lesson. The partner not teaching will be the class. Use the verbal rehearsal checklist to evaluate your fluency with naming the PIRATES steps and RUN, PASS, and ACE. You have 20 minutes. University of Kansas Center for Research on Learning 2006 63

64. University of Kansas Center for Research on Learning 2006 64 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

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66. SCORING pp. 89-91

67. What your goal is  To learn how to apply the scoring rubric to the pre- test and controlled practice tests (Stage 6) University of Kansas Center for Research on Learning 2006 67

68. What you will need  Your pre-test  Score sheet  Grading rubric on page 89-91  Example Test-Taking Score Sheet p. 96  Answer key p. 146  Percentage Table for test taking score sheet p. 153 All of these materials are listed under “What you need” p. 12 for Stage 1: Pretest and Make Commitments. To save yourself some time later add “Percentage Table for test taking score sheet p. 153” to the list in your book. University of Kansas Center for Research on Learning 2006 68

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73. How to prepare  Read through the entire scoring rubric referring to the score sheet when necessary. Make a tab for that page.  Review the Example Test-Taking Score Sheet p. 96. Make a tab for the page. University of Kansas Center for Research on Learning 2006 73 How much time 45 minutes

74. What to do  Use the answer key to score your Pretest. Make a tab for the page.  Use the Percentage Table for test taking score sheet. Make a tab for the page.  Give feedback to your partner on your pretest results using the instructions provided on p. 13 starting at step 9. You do not have to fill out the management chart. University of Kansas Center for Research on Learning 2006 74

75. CONTROLLED PRACTICE AND FEEDBACK Stage 5

76. CONTROLLED PRACTICE AND FEEDBACK What your goals are 1. Ensure that students master the use of the Test-Taking Strategy controlled materials 2. Build students’ confidence as strategic learners. University of Kansas Center for Research on Learning 2006 76

77. What you will need  Controlled Practice Tests 1-6  Controlled Practice Answer Keys  Test-Taking Score Sheet (one per student0  Evaluation Guidelines  6 folders (for supplies of score sheets)  Timer  Student folders  Pencils  Assignment Sheet (one per student)  Management Chart University of Kansas Center for Research on Learning 2006 77

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79. How to prepare  Check your supply of Controlled Practice Tests and Score Sheets  Gather the materials you will need  Plan assignments—this is where students will begin to work at different paces. Look at the Progress Chart and Assignment sheet to see which test the student took last time. University of Kansas Center for Research on Learning 2006 79

80. How much time to allow  25 minutes for the test itself plus time to introduce the activity (Advance Organizer), Review the Strategy if needed Score the results and give feedback as students complete the test. University of Kansas Center for Research on Learning 2006 80

81. ADVANCED PRACTICE AND FEEDBACK Stage 6

82. ADVANCED PRACTICE AND FEEDBACK What your goal is  Ensure that students master using the Test- Taking Strategy on tests in their general education classes. University of Kansas Center for Research on Learning 2006 82

83. What you need  Grade appropriate tests  Score Sheets for Advanced Practice and Activation Tests  Evaluation Guidelines  Timer  Student folders  Pencils  Management Chart University of Kansas Center for Research on Learning 2006 83

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85. How to prepare  Obtain grade appropriate tests.  Gather the other materials listed.  Familiarize yourself with the lesson requirements.  Inform the student about your plan. University of Kansas Center for Research on Learning 2006 85

86. How much time to allow  The amount of time the general education teacher allows for the test itself plus Time to introduce the activity (Advance Organizer), Review PIRATES if needed Score the results and give feedback as students complete the test. 86

87. POSTTEST AND MAKE COMMITMENTS Stage 7

88. POSTTEST AND MAKE COMMITTMENTS What your goals are 1. Obtain a final measure of the student’s “test- wiseness” or test-taking skills 2. Celebrate progress 3. Obtain commitment to learn to use the Test-Taking Strategy in a variety of situations and circumstances 4. Give students your commitment to facilitate their generalization of the strategy University of Kansas Center for Research on Learning 2006 88

89. CHECK Your goals What you need How to prepare How much time to allow University of Kansas Center for Research on Learning 2006 89

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91. GENERALIZATION PHASE 1 ORIENTATION Stage 8

92. What your goals are  Make students aware of the necessity of applying the Test-Taking Strategy in a purposeful manner to meet relevant setting demands.  Make students aware of situations and circumstance sin which the Test-Taking Strategy can be used.  Ensure the students prepare Cue Cards and Affirmation Cards. University of Kansas Center for Research on Learning 2006 92

93. Check ⇛ What you need ⇛ How to prepare ⇛ How much time to allow ⇛ What to do University of Kansas Center for Research on Learning 2006 93

94. Outcomes  At the end of the lesson, each student should have A list of classes in which he or she can use PIRATES A cue card with PIRATES and ACE on it for each of the classes in which they take tests 4 affirmation cards inserted into their notebooks Prepare a list of upcoming tests to give to you at the next class meeting University of Kansas Center for Research on Learning 2006 94

95. GENERALIZATION PHASE II ACTIVATION Stage 8

96. What your goal is  Ensure that the students use PIRATES in a variety of settings and circumstances University of Kansas Center for Research on Learning 2006 96

97. Check ⇛ What you need ⇛ How to prepare ⇛ How much time to allow ⇛ What to do University of Kansas Center for Research on Learning 2006 97

98. Report of Strategy Use NameDate Subject/Class University of Kansas Center for Research on Learning 2006 98

99. What is needed for mastery? University of Kansas Center for Research on Learning 2006 99

100. GENERALIZATION PHASE III ADAPTATION Stage 8

101. Your goals are  Ensure that students are aware of the cognitive strategies imbedded in PIRATES  Ensure that they students become aware of situations and circumstances to which parts of PIRATES can be adapted for use  Give students practice in adapting PIRATES  Build confidence as generalized strategy users University of Kansas Center for Research on Learning 2006 101

102. Check ⇛ What you need ⇛ How to prepare ⇛ How much time to allow ⇛ What to do University of Kansas Center for Research on Learning 2006 102

103. Report of Strategy Use NameDate Subject/Class University of Kansas Center for Research on Learning 2006 103

104. What is needed for mastery? University of Kansas Center for Research on Learning 2006 104

105. GENERALIZATION PHASE IV MAINTENANCE Stage 8

106. What your goals are  Ensure that students don’t forget the steps of the Test- Taking Strategy.  Ensure that students continue to use PIRATES correctly over time. University of Kansas Center for Research on Learning 2006 106

107. Check ⇛ What you need ⇛ How to prepare ⇛ How much time to allow ⇛ What to do ⇛ What to require for mastery University of Kansas Center for Research on Learning 2006 107

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109. CUE CARDS Appendix B

110. 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 110

111. 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 111

112. 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 112

113. 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 113

114. 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 114

115. Step 4: Answer or Abandon Answer the question. Abandon the question for the moment. University of Kansas Center for Research on Learning 2006 115

116. Absolute Words AllNo AlwaysNone EveryNever Only University of Kansas Center for Research on Learning 2006 116

117. Non-Absolute Words FewMost SomeMany SeldomOften SometimesUsually University of Kansas Center for Research on Learning 2006 117

118. Step 6: Estimate Avoid absolutes. Choose the longest or most detailed choice. Eliminate similar choices. University of Kansas Center for Research on Learning 2006 118

119. 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 119

120. 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 120

121. 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 121