Daniel Mesick, Principal
740 Rose Ave. W, St Paul, MN 55117
(651) 293-8800 | Get Directions
Lots of Tips for Test Taking –Strategies for increasing performance on tests with the same amount ofknowledge and overcoming test anxiety
When you take a test, you are demonstrating your ability to understand course material, or perform certain tasks. There are many environmental conditions, including your own attitudes and conditions, which influence how you perform during tests. These suggestions may help.
When/if you get your test back:
What other tips can we come up with???
Most true/false tests contain more true answers than false answers.When in doubt, guess true. You have more than a 50% chance of being right.
Pay close attention to qualifiers, negatives, and long strings ofstatements:
Multiple Choice Tests
If you are uncertain of the correct answer, cross out the options you know are definitely wrong, then mark the question so that you can reconsider it at the end of the exam.
Read the stem of the question all the way through, then each possible answer all the way through.
Use the options themselves to provide you with hints about things you need to know.
Circle all negative words and "100% words" within the question stem and options.
"All of the above" answers are often correct. If you know two of three of options are correct, "all of the above" is a strong possibility.
If you're not sure about a number answer, toss out the high and low and consider the middle range numbers.
If you have no idea of the answer check for "look alike" options and check for the most inclusive option--the option that contains the most information.
Any other ideas on true/false and multiple choice???
Short Answer Test Tips
Organizing and Preparingfor Tests
Study is more meritorious than sacrifice. -Hebrew proverb
Anticipating Test Content
Overcoming Test Anxiety
A hundred cartloads of anxiety will not pay anounce of debt. -Italian proverb
Before the test:
During the test:
What todo with your remaining time:
Complete questions left incomplete. Not enoughtime? Outline remaining answers.
Allow time to review all questions.
Correct misspellings, incomplete words and sentences, miswritten dates andnumbers.
1. Begin with five sheets ofpaper:
2. Identify five key conceptsor topics that will be covered on the test. Enter one at the top of each page.Use only key words or short phrases.
3. In your own words, write anexplanation, definition, answer, etc. of several lines or so for the keyconcept. Do NOT use the text or your notes.
4. Compare your responses fromabove with the course source information (text and lecture notes).
5. Edit or re-write yourunderstanding of each topic considering this course information.
6. Sequence and number eachpage of your topics: 1 - 5 in order of importance; 1 = most important.
7. Follow the above processfor two additional concepts if you have time.
8. Place them in the 1 - 5sequence and change numbering to 1 - 7.
9. Follow the above processfor one or two more concepts for a total of nine.
10. Follow your comfort level;add topics only as necessary.
11. Try not to exceed nineconcepts; focus on the most important ones. Review the day of the test, but tryto relax just before the test
12. Definitions of Terms(Directives)
The following words are "directives," words that ask youto answer, or present information, in a particular way.
Examine qualities or characteristics to discoverresemblances. "Compare" is usually stated as "comparewith." You are to emphasize similarities, although differences should alsobe mentioned.
Stress dissimilarities, differences, orunlikeness of things, qualities, events, or problems.
Express your judgment or correctness or merit.Discuss the limitations and contributions of the work in question.
Definitions call for concise, clear,authoritative meanings. Details are not required but limitations of thedefinition should be briefly cited. You must keep in mind the category to whichsomething belongs and consider what differentiates the particular object fromall others in its category.
In a descriptive answer you should recount,characterize, sketch or relate in narrative form.
For a question which specifies a diagram youshould present a drawing, chart, plan, or graphic representation in youranswer. Generally the student is also expected to label the diagram and in somecases to add a brief explanation or description.
The term discuss, which appears often in essayquestions, directs you to examine, analyze carefully, and presentconsiderations both pro and con regarding the problems or items involved.
The word enumerate specifies a list or outlineform of reply. In such questions you should recount, one by one and conciselythe points required.
In an evaluation question you are expected topresent a careful appraisal of the problem stressing both advantages andlimitations. Evaluation implies authoritative and, to a lesser degree, personalappraisal of both contributions and limitations.
In explanatory answers it is imperative that youclarify, elucidate, and interpret the material you present. In such an answerit is best to state the "how or why," reconcile any differences inopinion or experimental results, and, where possible, state causes. The aim isto make plain the conditions which give rise to whatever you are examining.
A question which asks you to illustrate usuallyrequires you to explain or clarify your answer to the problem by presenting afigure, picture, diagram, or concrete example.
An interpretation question is similar to onerequiring explanation. You are expected to translate, exemplify, solve, orcomment upon the subject and usually to give your judgment or reaction to theproblem.
When you are instructed to justify your answeryou must prove or show grounds for decisions. In such an answer, evidenceshould be presented in convincing form.
Listing is similar to enumeration. You areexpected in such questions to present an itemized series or tabulation. Suchanswers should always be given in concise form.
An outline answer is organized description. Youshould give main points and essential supplementary materials, omitting minordetails, and present the information in a systematic arrangement orclassification.
A question which requires proof is one whichdemands confirmation or verification. In such discussions you should establishsomething with certainty by evaluating and citing evidence or by logicalreasoning.
In a question which asks you to show therelationship or to relate, your answer should emphasize connections andassociations in descriptive form.
A review specifies a critical examination. Youshould analyze and comment briefly in organized sequence upon the major pointsof the problem.
In questions which direct you to specify, give,state, or present, you are called upon to express the high points in brief,clear narrative form. Details and illustrations or examples may be omitted.
When you are asked to summarize or present asummarization, you should give in condensed form the main points or facts. Alldetails, illustrations and elaboration are to be omitted.
When a question asks you to trace a course ofevents, you are to give a description of progress, historical sequence, ordevelopment from the point of origin. Such narratives may call for probing andfor deduction.
Daniel Mesick, Principal | 740 Rose Ave W, St Paul, MN 55117 | (651) 293-8800 | Get Directions
Grades: 9-12 Hours: 7:30 a.m. - 2 p.m. Fax: (651) 293-8806