HIGH SCHOOL CLASSROOM READY CURRICULUM TEST TAKING SKILLS

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1 CLASSROOM READY CURRICULUM TEST TAKING SKILLS AMERICAN SCHOOL COUNSELOR ASSOCIATION S DOMAIN: Academic Domain Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in schools and across the life span Competency 1. Improve Academic Self-Concept ACTIVITY: Got Test-Taking Skills? TARGET GROUP: High School (9th grade) Indicator a. Articulate feelings of competence and confidence as learners Indicator b. Display a positive interest in learning GOAL: Students will acquire skills to improve their test-taking abilities thus leading to better grades. SUMMARY: MATERIALS: Poster paper and markers Handout: DETER Tips for Taking Tests Instructor Notes STRATEGIES: Introduction to the subject (see Instructor Notes, Section I). Administer pre-test (see Evaluation Tool below). Activity 1: In pairs, ask the students to brainstorm three things that they think they should do to be ready for a test. Give the students 3-5 minutes to complete their lists. On poster paper, list the suggestions that come from each group. Comment on the complied list. Add the following tips to your poster list if they were not mentioned by the students: Prepare well before the day of the test. Keep up with your daily work.

2 Avoid cramming the night before. Get a good night s sleep. Eat breakfast. Stop studying an hour or so before the test to take time to relax and compose yourself. Think positively about the test. Now that the students have a plan on how to be prepared for a test, explain that the next step is to think of ways to stay calm and feel confident while taking a test. Activity 2: In pairs, ask the students to brainstorm three things that they think would help them remain calm and stay focused while taking a test. Give the students 3-5 minutes to complete their lists. On poster paper, list the suggestions that come from each group. Comment on the complied list. Pass out the handout on DETER Tips for Taking Tests; review each tip and make comments (see Instructor Notes, Section II). Review ways students can be ready for a test and ways students can keep calm and stay focused during a test. Administer post-test (see Evaluation Tool below). Closing statements (see Instructor Notes, Section III). ESTIMATED TIME: 1 class period EVALUATION TOOL: Pre/Post Test 1. Name three things you can do to get ready for a test. 2. Name three things you can do during a test to keep calm and stay focused.

3 DETER TIPS FOR TAKING TESTS* To do well on a test, you must have good knowledge of the information that is being tested. But you must also have a plan for taking the test that allows you to show what you know. The DETER plan can help you do your best on any test. Each letter in DETER reminds you of what to do. D = Directions 1. Read the test directions very carefully. 2. Ask your teacher to explain anything about the test directions you do not understand. 3. Only by following the directions can you achieve a good score on the test. 4. If you do not follow the directions, you will not be able to demonstrate what you know. E = Examine 1. Examine the entire test to see how much you have to do. 2. Only by knowing the entire task can you break it down into parts that become manageable for you. T = Time 1. Once you have examined the entire test, decide how much time you will spend on each item. 2. If there are different points for items, plan to spend the most time on the items that count for the most points. 3. Planning your time is especially important for essay tests where you must avoid spending so much time on one item that you have little time left for other test items. E = Easiest 1. The second E in Deter reminds you to answer the items you find easiest first. 2. If you get stuck on a difficult item that comes up early in the test, you may not get to answer items that test things you know. R = Review 1. If you have planned your time well, you may have time to review your answers and make them as complete and accurate as possible. 2. Also make sure to review the test directions one more time to be certain you have answered all items required. * Adapted from

4 INSTRUCTOR NOTES ON TEST-TAKING TIPS I. Introduction to the subject: Have you ever been nervous before a test? Maybe so nervous that you are not able to do your best even though you studied? Guess what? Many students suffer from nervousness before a test; this is called Test Anxiety. To help you, you are going to look at two ways to overcome test anxiety so you can stay calm and feel confident as you take tests. The first way is to be prepared for the test. II. Handout comments: D = Directions E = Examine T = Time 1. Read the test directions very carefully (but quickly; time is important). 2. Ask your teacher to explain anything about the test directions you do not understand (do this immediately before the test begins). 3. Only by following the directions can you achieve a good score on the test (make sure the answer sheet number is the same as the number of the test question). 4. If you do not follow the directions, you will not be able to demonstrate what you know. 1. Examine the entire test to see how much you have to do (be sure you have all the pages). 2. Only by knowing the entire task can you break it down into parts that become manageable for you. 1. Once you have examined the entire test, decide how much time you will spend on each item (you want to save time at the end to review). 2. If there are different points for items, plan to spend the most time on the items that count for the most points (eliminate answers which you know are wrong, then check the remaining responses for keywords; that is a good use of your time). 3. Planning your time is especially important for essay tests where you must avoid spending so much time on one item that you have little time left for other test items (organize your thoughts as quickly as you can; analyze the question; and create a logical answer).

5 E = Easiest R = Review 1. The second E in Deter reminds you to answer the items you find easiest first (don t use valuable time on the difficult ones; come back to them). 2. If you get stuck on a difficult item that comes up early in the test, you may not get to answer items that test things you know (do not become discouraged because of a difficult test item; try to narrow your choices down to two answers, but if you still cannot decide make an educated guess). 1. If you have planned your time well, you may have time to review your answers and make them as complete and accurate as possible. 2. Also make sure to review the test directions one more time to be certain you have answered all items required (if this test has a special answer sheet be sure to erase any dots or stray marks on your answer sheet). III. Closing statements: Using the information you brainstormed on how to get ready for a test and the information on the DETER Tips will help you do better on tests and get better grades! IV. COLLECTING RESULTS DATA: Process Data: Number of students who participated in the lesson. Perception Data: Pre/post test results determine the knowledge gained regarding how to prepare for tests and how to employ strategies to stay calm and focused while taking tests (short-term data). Outcome Data: Compare students scores on tests before the activity with test scores after the activity (short-term data).