Test Anxiety

1. Test Anxiety What exactly is anxiety? Simply, it's a feeling of fear.

2. There are ways to beat it. • Learn to not let fear get the better of us. • Learn Relaxation techniques • LearnTest Prep • Learn what to do during a test

3. Relaxation • Relaxation techniques are by far the most commonly recommended treatment for dealing with any type of anxiety. • Engage in deep breathing for 2-5 minutes. Close your eyes and concentrate on the air going in and out of your lungs. Take long, deep breaths, fill your lungs and abdomen, hold your breath, and then exhale. • Tense and relax different muscle groups. For example, if your shoulders are tense pull them back and hold them for a few seconds, then relax. This will help you to be aware of the relaxation of muscles and help you to relax more.

4. Relaxation continued: • Take a few deep breaths and to relax tense muscles. Repeat throughout the test. This process will help you to stay relaxed and to make more energy available for remembering, thinking, and writing • Engage in positive self talk or Affrimation. This involves: • (a) thinking about rational responses to counter negative thoughts (e.g., instead of saying "I'm going to fail this test" say "I have the ability to do this, I just need to get some help."); • (b) thoughts that help you to cope with stress (e.g., "a little anxiety is helpful. I will just try my best.") • (c) thoughts that keep you on task (e.g., "I can write this paper if I break it into smaller steps.")

5. Test Prep • Get enough sleep for at least two nights before your exam. • Be prepared!Learn material thoroughly and organize materials needed for the test.  Use a checklist • Don't go to the exam with an empty stomachFresh fruits and vegetables are often recommended to reduce stress.Stressful foods can include processed foods, artificial sweeteners, carbonated soft drinks, chocolate, eggs, fried foods, junk foods, pork, red meat, sugar, white flour products, chips and similar snack foods, foods containing preservatives or heavy spices • Eat low fat protein (such as low fat yogurt or cottage cheese, broiled chicken or fish, or part skim milk, mozzarella cheese) an hour or two before the exam. This will keep you alert without giving you the rebound effect that is felt with caffeine or sugar.

6. Actions during test • Listen attentively to last minute instructions given by the instructor. • Teachers often make last minute changes. • Missing instruction causes extreme anxiety. • Read the test directions very carefully and watch for details. • You may find that more than one answer may be possible on multiple choice. • A key detail may require only three out of the five essay questions. • Budget your test taking time • Change positions to help you relax • If you go blank, skip the question and go on • Don't panic when students start handing in their papers. There's no reward for being the first done

7. Review the entire test.Get the big picture. Survey the entire test before you answer any questions. This will help you to get an overview of what's expected and to strategize how you will take the test. Work on the easiest portions of the test first. Pace yourself. Do not rush through the test. If you go blank, skip the question and go on. Take short breaks, tense and relax your muscles throughout your body. Pause, do a few abdominal breaths, say your affirmation. Stay in the present moment.

8. Throughout the exam focus on remaining calm, relaxed, and positive. Check your breathing often.  Keep it regular and slow. Make sure your breathing is from your lower lungs. Avoid rapid, shallow upper lung breathing which tends to increase anxiety levels. Check your neck and shoulder muscles and loosen any tight areas. Throughout the exam say positive self­ statements to yourself and push away any disturbing or distracting thoughts. Say things like: I am a good student; I am very capable; I am learning more each day; My memory is improving each day; My mind is clear and alert; I see myself accomplishing my goals; I have confidence in myself; I am an intelligent, talented person; I am relaxed, calm and confident on my exam; I am eliminating any distracting or disturbing thoughts. Circle or underline significant words in the question. Read carefully to avoid misinterpreting what is being asked. Do not spend too much time on any one question. Skip the harder ones and then go back to them later as your confidence builds. Many students do well by starting with the easiest questions first and working their way on to the more difficult ones as their confidence level increases. It is like a sifting process; they do the easiest question first, then the next easiest and so on. Before they know it, every question is answered. When working out a problem, write done whatever you know. It might help you to figure the problem out and some teachers even give partial credit in recognition for what you know.

9. After the test- if time allows: • Check for reasonableness. Does the answer make sense? • Check the specifics of the problem or question. If you are unsure of your answer, do it again! • Remember that on multiple choice exams your first response is often your best response. Unless you have a good reason, do not change your answer. Many students change their answers to incorrect ones. • Proofread your exam. Check for omissions and check to see if you have made any of the typical errors or pattern of error you were able to identify previously.

10. True-False • Look for any factor that will make a statement false. • It is easy for the instructor to add a false part to an otherwise true statement. • Students often read the question and see some truth and quickly assume that the entire statement is true. For example, "Water boils at 212 degrees in Denver." Water does boil at 212 degrees, but not at Denver’s altitude. • Look for extreme modifiers that tend to make the question false. Extreme modifiers, such as always, all, never, or only make it more likely that the question is false. Here is a more complete list of EXTREME modifiers. all none best absolutely always never worst absolutely not only nobody everybody certainly invariably no one everyone certainly not • Qualifying words tend to make a question true. Qualifiers (seldom, often, many) increase the likelihood that the statement is true. Here is a more complete list of QUALIFIERS. usually frequently often sometimes some seldom many much probably a majority apt to most might a few may unlikely.

11. Questions that state a reason tend to be false. Words in the statement that cause justification or reason (since, because, when, if) tend to make the statement false. Pay close attention, the reason that is given may be incorrect or incomplete. Questions that state a reason tend to be false. Words in the statement that cause justification or reason (since, because, when, if) tend to make the statement false. Pay close attention, the reason that is given may be incorrect or incomplete. When you do not know the answer. Mark it true! There are generally more true questions on true-false exams than false questions. Instructors find it difficult to make a false statement look true. Specific detail in the statement may also tend to make it true. For example, the statement "Babe Ruth hit 60 home runs in one season" has specific detail and is more likely to be true.

12. Multiple-Choice • Formulate your own answer before reading the options. • Focus on finding an answer without the help of the alternatives. • This process will increase your concentration. • Doing this will help you exercise your memory. • Eliminate unlikely answers first. • Eliminating two alternatives quickly may increase your probability to 50/50 or better. • Use the true-false methods described earlier and find the false alternative. • Select numbered answers from the middle range, not the extremes. • For example, if the height of a mountain is requested, eliminate 20,000 feet (high), and 3,000 feet (low). Then choose between 8,000 feet and 11,000 feet. • Select answers that are longer and more descriptive. • Longer (true) answers stand out and contain more detail. • Shorter (false) answers are created quickly as throw aways. • Descriptive detail is given to help you identify the truth. • Similar answers give you a clue! One of them is correct, the other is disguised. • Watch out for "NOT TRUE?" • Remember to reverse your procedure and eliminate truth. • Use the true-false methods described earlier and find the false alternative.

13. Use good strategies for answering multiple choice and other objective questions. Look for the central idea of each question. What is the main point? Statements that begin with always, never, none, except, most, or least-are probably NOT the answer. Underline these or other key words if you are allowed to write on the test paper. Try to supply your own answer before choosing an alternative listed on the test. Mark an answer for every question. If you have to guess: The length of choices can be a clue. Choose the longest. If two choices are similar, choose neither. If two choices are opposites, choose one of them. The most general alternative is usually the right answer.

14. Matching • Examine both lists to determine the types of items and their relationships. • Remember the test maker may be testing to see if you have mastered terms. • Look completely through both lists to become familiar, build your confidence, and enhance your memory of key words or phrases. • Use one list as a starting point and go through the second list to find a match. • This process organizes your thinking and promotes memory. • As you become familiar with the second list, you will be able to go straight to a match that you saw when looking through the lists a previous time. • Move through the entire list before selecting a match because a more correct answer may follow. • Cross off items on the second list when your are certain that you have a match. • Do not guess until all absolute matches have been made because you will likely eliminate an answer that could be used for a later choice.

15. Fill in the blank • Concentrate on the number of blanks in the sentence and the length of the space. The test maker is giving you clues to the answer by adding spaces and making them longer. • Provide a descriptive answer when you can not think of the exact word or words. The instructor will often reward your effort with partial credit

16. Essay • Organize your thoughts before you begin to write. • A short outline on a separate piece of paper will improve your answer. • Write the topics and the key introductory words. • Paraphrase the original question to form your introductory statement. • his process helps you get the question straight in your mind. • Restating the question allows the teacher to see how you understood the question. Perhaps you understood it to mean something other than the teacher intended. • Use the principles of English composition • Form a clear thesis statement (statement of purpose) and place it as near to the beginning as possible. • Provide clear explanations to back up the main concept. • Remember, a complete answer usually has a main idea , supporting details and illustrative examples. • Write clearly! Teachers need to be able to read it. • Making teachers work hard to read lowers your grade. • Write or print clearly, using a dark-colored erasable ball point pen. • Avoid crossing out words or sentences, and don't smudge your paper. • Remember to save some space for a brief but adequate summary. • Use lists or bullets wherever possible. • Numbers or bullets allow the teachers to easily see your points. • Never burry your lists or key points in the middle of a paragraph. • If you must use a long paragraph, underline your key points.

17. Direction verbs that ask you to review an idea or concept in your own words: summarize, survey, discuss, explain Direction verbs that ask for a set of items or ideas that were presented in lecture or reading. Theses action words generally require more precise wording of items by giving numbers or steps: trace, outline, list, diagram, solve Direction verbs that ask you to speak in favor of a concept or give the reasons why it should be accepted as valid: defend, argue, debate, contend, justify Direction verbs that ask for a specific meaning or picture of a concept: define, clarify, describe, depict, illustrate Direction verbs that ask you to show differences in several ideas or situations: contrast, compare, distinguish, differentiate Direction adjectives that ask for specific information the instructor considers important: significant, critical, key, important, major, principal, essential, vital Identify the verbs or words in the question that give you direction. Key words in each question describe the task you are expected to complete. Circle the direction words in the question to make sure that you are focusing on the desired task.

18. Last minute notes Do a quick "mind dump" of information you don't want to forget. Write it down on scrap paper or in the margin. • When problem solving, ask yourself: • What am I being asked to find? • What do I need to know in order to find the answer? • What information has been provided that will help me to find the answer? • How can I break the problem down into parts? What steps should I follow to solve the problem? • Does the answer make sense? Does it cover the whole problem?