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.

• Try to get enough sleep before the test and eat enough protein (memory is protein), then have some carbos for energy before the test.  Don't eat a big meal because you'll get sleepy.  Bring water and a quick snack for if you get hungry/thirsty during the test.  If you normally have caffeine, don't try to skip it the morning of a test. Dress in layers so that you won't have to contend with being excessively hot or cold.
• Come prepared. Arrive a little early, if possible
• Bring all the materials you will need such as pencils and pens, a calculator, a dictionary, and a watch. Choose a good spot to take the test if you are allowed to choose spots.
• Stay relaxed and confident.  Remind yourself that you are well-prepared and are going to do well.
• Don't let yourself become anxious. Take several slow, deep breaths to relax.
• Don't talk to other students before a test; anxiety is contagious.
• Be comfortable but alert.
• Make sure you have enough room to work. Maintain an upright posture in your seat.
• Preview the test: Spend up to 5% of your time reading through the test carefully, marking key terms, deciding how to budget your time, and jotting down brief notes for ideas you can use later.
• Some students have more success if they answer the test questions in a strategic order. Begin by answering the easy questions you know, then those with the highest point value. The last questions you answer should be the most difficult, take the greatest amount of writing, or have the least point value. Some just do better by going through the whole thing methodically.  The methodical way assumes that you work fst enough to get through everything.  If you do work relatively fast and are more comfortable doing things in order, do it that way.
• Always make sure your question and answer documents match.  Students have gone through whole tests marking answers on the sheet  just one off…all wrong.
• Once you think you are done:

• Reserve up to 10% of your test time for reviewing your answers.
• Resist the urge to leave as soon as you have completed all the items.
• Make sure you have answered all of the questions.
• Proofread your writing for spelling, grammar, and punctuation.
• Check your math answers for careless mistakes (e.g. misplaced decimals). Match your actual answers for math problems against quick estimates.

When/if you get your test back:

• Analyze your test results, since each test can further prepare you for the next.
• Decide which strategies worked best for you.
• Identify those that didn't work well and replace them.

What other tips can we come up with???

True/False Tests

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:

• Qualifiers are words that restrict or open up general statements.
  Words like "no, never, none, always, every, entirely, only" restrict possibilities and usually imply false statements. They imply a statement must be true 100% of the time. Qualifiers like "sometimes, often, frequently, ordinarily, generally" open up the possibilities of making accurate statements and usually indicate true answers. They make more modest claims that are more likely to reflect reality.
• Negatives are confusing.  If the question contains negatives, like "no, not, cannot," circle the negative and read the sentence that remains. Decide whether that sentence is true or false. If it is true, the opposite or negative is usually false.
• Every part of a true sentence must be true.
  If any one part of the sentence is false, the whole sentence is false despite many other true statements. Therefore read long sentences carefully and pay attention to each group of words set off by punctuation. Sentences with long strings of words are most likely-- but not always--false statements.

Multiple Choice Tests

• Read the directions carefully.
• When taking a multiple choice test, know when to guess:

• First eliminate answers you know are wrong.
• Always guess when there is no penalty for guessing or you can eliminate options.
• Don't guess if you have no basis for your choice and if you are penalized for guessing.
• Since your first choice is usually correct (according to some studies , but not all…know your own guessing accuracy), don't change your answers unless you are sure of the correction.

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

• Go over your notes and the assigned reading. Make study notes or summaries.
• Prepare for the test by studying from summary sheets that are packed with information within a condensed space.
• Categorize the material.
• Use grammatical clues within a statement as hints for the correct answer.
• If you can think of several answers for a blank or short answer question, you might let the instructor know.
  The instructor may give you a clue to the correct answer he or she is looking for.
• A guess made with common sense and thoughtfulness will probably earn you more test points than if you leave an answer blank.
• Write your short answers in simple, clear sentences. Write legibly and take your time.
• Packing in as much information as you can is generally more important than literary style on a short answer question.

Essay Tests

Before writing:

• Set up a time schedule to answer each question and to review and edit your responses.
  If six questions are to be answered in sixty minutes, allow yourself only seven minutes for each.
  If questions are weighted, consider this as a factor in time allocation.
• When the time is up for one question, stop writing, leave space, and begin the next question. Of course if you are just about done with a great answer, just finish up.  Incomplete answers can be completed during the review time.
• Six incomplete answers will usually receive more credit than three complete ones.
• Read through all of the questions once and note if you have any choice in answering questions.
• Pay attention to how the question is phrased, or to the "directives," (words like "compare," "contrast," "criticize," etc.)
• Answers will come to mind immediately for some questions. When this happens, jot down key words, listings, etc, as they are fresh in your mind. Otherwise these ideas may be blocked (or be unavailable) when the time comes to write the responses later. This tip will reduce "clutching," panic or anxiety which disrupts thoughts.
• Before attempting to answer a question, put it in your own words. Now compare your version with the original. Do they mean the same thing? If they don't, you've misread the question. You'll be surprised how often the two don't agree.
• Make a brief outline for each question by jotting down a few words to indicate the ideas you want to discuss. Then number the items in your list to indicate your order.
• Teachers are influenced by compactness, completeness, and clarity of an organized answer. Writing in the hope that the right answer will somehow turn up is time-consuming and usually futile. On essay exams, to know a little and to present it well is, by and large, superior to knowing much and presenting it poorly.

• Use transitions to link your point together.  If you don't know the answer, link it to something and write what you do know about that.  Like any time you are asked about proteins, speak to the primary, secondary etc. nature of proteins , protein synthesis, denaturation..all of these things can get you points.   

 Organizing and Preparingfor Tests
Study is more meritorious than sacrifice. -Hebrew proverb 

• Begin reviewing early. This will give your brain time to get comfortable with the information.
• Begin by organizing your notes, texts, and assignments. Then estimate the hours you’ll need to review the material. Break up the study tasks into manageable chunks, especially during major reviews prior to exams.
• Conduct short daily review sessions. You can ease into a more intense review session prior to major exams.
• Read text assignments before lectures. This will help you identify concepts that the teacher considers important and that are already somewhat familiar.
• Review notes immediately after class whenever possible. This will help you identify information that you do not understand while the lecture is still fresh in your memory. When you review immediately, you'll have time to clarify information with other students.
• Review with a group. This will enable you to test one another and to cover important material that you may overlook on your own.
• Conduct a major review early enough to allow for a visit to the teacher during a common free period if necessary.
• Create an effective study schedule. Studying three hours in the morning and three in the evening will be more effective than studying at a six hour stretch. Studying while you are mentally fatigued is usually a waste of time.
• Study the most difficult material when you are alert. 

Anticipating Test Content

• Ask the instructor what to anticipate on the test. If he or she does not volunteer the information, pay particular attention--just prior to the exam--to points the instructor brings up during class.
• Pay particular attention to any study guides or past tests that the instructor hands out before the exam.  
• Generate a list of possible questions you would ask if you were making the exam, then see if you can answer the questions.
• Review previous tests graded by the instructor.

• Confer with other students to predict what will be on the test.
• Pay particular attention to clues that indicate an instructor might test for a particular idea, as when an instructor:

• says something more than once
• writes material on the board
• pauses to review notes
• asks questions of the class
• says, "This will be on the test!"

Overcoming Test Anxiety
A hundred cartloads of anxiety will not pay anounce of debt. -Italian proverb

Before the test:

• Be prepared.
• Learn your material thoroughly.
• A program of exercise is said to sharpen the mind.
• Get a good night's sleep the night before the exam.
• Approach the exam with confidence.
• View the exam as an opportunity to show how much you've studied and to receive a reward for the studying you've done.
• Don't go to the exam on an empty stomach. Fresh 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, foods containing preservatives or heavy spices, and chips and similar snack foods.
• Take a small snack, or some other nourishment to help take your mind off of your anxiety. Avoid high sugar content (candy) which may aggravate your condition.
• Allow yourself plenty of time to do things you need to do before the test and still get there a little early.
• Relax just before the exam.
• Don't try to do a last minute review. 

During the test:

• Read the directions carefully.
• Budget your test-taking time. For a two-hour exam, spend five or ten minutes at the beginning to plan your attack.
• Change positions to help you relax.
• If you go blank, skip the question and go on. If you're taking an essay test and you go blank on the whole test, pick a question and start writing. It may trigger the answer in your mind.
• Don't panic when students start handing in their papers. There's no reward for finishing first. Stay in the testing room for the full time. Reread everything you’ve written.
• If you are aware that you have a problem with test anxiety, be sure your teacher or dean knows before any testing begins (and not the hour before).  

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.

Emergency TestPreparation 

• Preview material to be covered.
• Be selective: skim chapters for main points.
• Concentrate on reviewing and learning main points. What follows is a structured approach to cramming, to be used only in emergencies!

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.

Compare:
Examine qualities or characteristics to discoverresemblances. "Compare" is usually stated as "comparewith." You are to emphasize similarities, although differences should alsobe mentioned.

Contrast:
Stress dissimilarities, differences, orunlikeness of things, qualities, events, or problems.

Criticize:
Express your judgment or correctness or merit.Discuss the limitations and contributions of the work in question.

Define:
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.

Describe:
In a descriptive answer you should recount,characterize, sketch or relate in narrative form.

Diagram:
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.

Discuss:
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.

Enumerate:
The word enumerate specifies a list or outlineform of reply. In such questions you should recount, one by one and conciselythe points required.

Evaluate:
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.

Explain:
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.

Illustrate:
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.

Interpret:
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. 

Justify:
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. 

List:
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.

Outline:
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.

Prove:
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.

Relate:
In a question which asks you to show therelationship or to relate, your answer should emphasize connections andassociations in descriptive form.

Review:
A review specifies a critical examination. Youshould analyze and comment briefly in organized sequence upon the major pointsof the problem.

State:
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.

Summarize:
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.

Trace:
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.