inferential

Secondary Content Teachers

Test-Taking

Reading Services Center

SUBJECT:

Test-Taking

COURSE OR GRADE:

Content Subjects

GOAL:

This strategy helps students gain confidence, skill, and endurance needed to perform successfully on an achievement test.

Supports the Learner Characteristic:

Approaches learning tasks and testing without fear of failure

WHO:

Students who have the ability to perform well on tests but whose performance is hindered by factors concerning the test format, situation, and personal attitude.

Content Area Teachers

WHEN:

Begin the process several weeks prior to students taking an achievement test and continue preparation until the test date.

TEACHING PROCEDURES:
Strategy for Test-Taking
Explain the purpose of achievement tests to students. General knowledge tests require preparation throughout the school year. You prepare by continuously working on your abilities and by being informed about test-taking. If you learn some test-taking tips, you have a better chance of performing well on the test.

Display the grid of test-taking tips for discussion. Give students blank copies of the grid and have them list key words as they are presented and discussed in class.

For example, a way to help stress is to concentrate on the test.

Write a question and answer key for each item on the completed grid.

Example question: What will help you concentrate on the test?

Answer: Try to visualize the information you are reading. Put other things out of your mind and get involved with the test.

Students write the word concentrate on their blank grid and continue writing the key words as they are discussed until the student grid is completed. It should look like the model.

STUDENT PRACTICE:

Students work in small groups. One student is designated the moderator with the question-answer sheet. The other students use their TEST grids. Students take turns selecting a key word. The moderator asks the question. Students answer it. After all areas are discussed, one student explains each category (Technique, Energy, Stress, Time).

CHECK UP:

Students explain the four categories for improving test-taking.

FOLLOW-UP:

Provide opportunities during the weeks before the test to learn terms used on the test, test format, and to take practice tests to build endurance.

TEST-TAKING TIPS:

STUDENT BLANK COPY:

home |Test-Taking| Parents' Corner

SUBJECT:	Test-Taking
COURSE OR GRADE:	Content Subjects
GOAL:	This strategy helps students gain confidence, skill, and endurance needed to perform successfully on an achievement test. Supports the Learner Characteristic: Approaches learning tasks and testing without fear of failure
WHO:	Students who have the ability to perform well on tests but whose performance is hindered by factors concerning the test format, situation, and personal attitude. Content Area Teachers
WHEN:	Begin the process several weeks prior to students taking an achievement test and continue preparation until the test date.
TEACHING PROCEDURES:	Strategy for Test-Taking Explain the purpose of achievement tests to students. General knowledge tests require preparation throughout the school year. You prepare by continuously working on your abilities and by being informed about test-taking. If you learn some test-taking tips, you have a better chance of performing well on the test. Display the grid of test-taking tips for discussion. Give students blank copies of the grid and have them list key words as they are presented and discussed in class. For example, a way to help stress is to concentrate on the test. Write a question and answer key for each item on the completed grid. Example question: What will help you concentrate on the test? Answer: Try to visualize the information you are reading. Put other things out of your mind and get involved with the test. Students write the word concentrate on their blank grid and continue writing the key words as they are discussed until the student grid is completed. It should look like the model.
STUDENT PRACTICE:	Students work in small groups. One student is designated the moderator with the question-answer sheet. The other students use their TEST grids. Students take turns selecting a key word. The moderator asks the question. Students answer it. After all areas are discussed, one student explains each category (Technique, Energy, Stress, Time).
CHECK UP:	Students explain the four categories for improving test-taking.
FOLLOW-UP:	Provide opportunities during the weeks before the test to learn terms used on the test, test format, and to take practice tests to build endurance.
TEST-TAKING TIPS:
STUDENT BLANK COPY:
home \|Test-Taking\| Parents' Corner