Test-Taking Strategy

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

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

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

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

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

6. WHAT ARE LEARNING STRATEGIES? CONTENT SKILLS STRATEGIES

7. SELF-REGULATING INFORMATION PROCESSORSAKALEARNERS CONTENT STRATEGIES SKILLS

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

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

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

11. 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

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

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

14. TEST-TAKING STRATEGYCritical Instructional Proceduresp. 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

15. Other Instructional Issuespp. 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

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

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 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) University of Kansas Center for Research on Learning 2006

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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 StrategyInstructors 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

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

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

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

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

28. 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. • Distribute materials 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 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. University of Kansas Center for Research on Learning 2006

30. 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

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

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

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

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35. DESCRIBE Stage 2

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

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

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. How to prepare . . . • 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

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

41. Provide an advance organizer • 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. • 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

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

43. 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

44. Describe the “Study plus Test-Taking” equation Study Strategies + Test-Taking Strategy = (Knowledge) (test-wiseness) Good Grades!!! 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. University of Kansas Center for Research on Learning 2006

45. 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

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

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

48. 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

49. Time for Lunch University of Kansas Center for Research on Learning 2006

50. MODEL Stage 3