It's Time To Show Off All that You KNOW!

Different types of assessments call for different strategies. While at Marist, you will have objective tests and subjective tests. There are two real realms to consider when thinking about a test: 1) preparing for the test and 2) performance on the test. Often, a student will visit the MAC discouraged about their most recent test. In analyzing their lower than desired grade, the goal is to determine whether the problem is in how they PREPARED, or how they PERFORMED.

Multiple Choice Self-Reflection

A Test Taking Self-Analysis Key For Multiple Choice Tests

If you don’t do well on multiple choice tests, it’s important to find out why. Read the following statements and note which apply to you. It is important to identify the problem area before you can work to improve your test-taking skills.

• Information Gap - I don’t remember encountering this material at all or I glossed over it or did not have it in my notes.

• Retention Gap - I studied this but could not call it up from memory.

• Misinterpretation of Information - I incorrectly understood the information when I initially read the text or heard it in lecture.

• Synthesis Gap - I did not make connections between pieces of information.

• General Vocabulary Gap - I did not know the correct meaning or assumed an incorrect meaning of general vocabulary.

• Course Specific Vocab Gap - I did not know or assumed an imprecise meaning of a term.

• Inability to Decipher - I could not get past the grammatical structure of the question or response.

• Jumping to Conclusions - I did not fully consider all the responses.

• Rushed Response - I did not have time to consider the question carefully.

• Over/Under Generalization - I eliminated too much or did not eliminate enough.

• Misreading - I made decoding errors in reading the question or response.

• Miskeying - I knew the correct answer but copied the wrong response on the answer sheet.

• Memory Strategies Not Applied - I didn’t consciously apply a variety of memory strategies to transfer information into long-term memory.

• Test Answers Not Checked - I didn’t use extra test time to review my answers.

How to Stop Second-Guessing Yourself

By Adam Sanford | No Comments

The other day, I had a student ask me about her start-of-class quiz. She hadn’t done well.

“Tell me what happens when you see the questions,” I said.

“I always think I know the answer, but then I think I must be wrong, so I choose a different answer.”

“And how does that work out?”

She admitted that most of the time, her first instinct was correct, but she doubted herself so much that she second-guessed herself.

She was surprised when half the class agreed that this was a common problem for them, too.

How do you stop second-guessing yourself?

Surprisingly, the answer just requires a little bit of self-control and self-confidence.

First, about the self-confidence: consider how much time you’ve put into study, and whether you’re studying effectively. Have you spent some time with the material? Have you made notes, made flash cards, quizzed yourself? If so, your gut instinct is probably pretty good! 

Second, about the self-control: limit how many times you’ll let yourself second-guess yourself. I suggested “You can give in to your second-guessing once every 25 questions, but that’s it. So if you’ve already second-guessed yourself twice on a 50-question exam, then you have to go with your gut instinct the rest of the time.”

Finally, hold yourself to it. This is a deal you’re making with yourself to stop second-guessing so much, and to start trusting yourself a little more (or a lot more). You have to hold yourself to this bargain and see if it works.

Today my student came up to me after this morning’s quiz. “My gut said the answer to the first question was “true,” so I almost chose “false,” but then I remembered what you said, so I chose “true.”

She trusted her gut, and she got the right answer.

She has 20 questions of “no second guessing” left before she can second-guess again – but I’m willing to bet she’s going to learn how to stop second-guessing soon

PLAE Test Prep

PLAE is an acronym that stands for preplanning, listing, activating, and evaluating. PLAE is a method of test preparation which encourages students to plan and implement an effective and adequate test preparation strategy.

Preplanning Stage

• Your purpose in this stage of test preparation is to gather information about the test and establish goals for the test.

• You can activate this part of your test preparation the minute you first find out that there will be a test.

• Some questions you will want to be able to answer during test preparation include:
   

1. When is the test? - Day, date and time

2. Where is the test? - Sometimes a test may be given in a room different than the class is normally taught in, especially a final exam.

3. Specifically, what other obligations are there during the week of the test?  You need to keep in mind all tests, assignments, projects, as well as any appointments or special occasions in your personal life which might interfere or distract you from studying for this exam.

4. What does the test cover? What chapters, lecture notes, videos, additional readings, or handouts?

5. What kind of test will be given? How many items or questions will there be on the test? What types of questions will be asked? Will it be an essay exam, multiple choice, short answer, or a combination of these things? Will there be 10 questions or 100 questions? Will there be factual or memory level questions? Will the questions require you to make inferences? Will they be application questions? Having this information will help in better identifying which questions to predict and practice in preparation for the exam.

6. How much does the test count in the total evaluation process? Considering this information can help in identifying what priority preparation for this particular exam should have in relation to overall study time. This also helps to keep long-term grade goals for a particular course in mind throughout the semester.

7. What is my goal for a grade on this test? This goal also helps to determine the priority of the test preparation in regard to overall study time. Furthermore, goals need to be realistically obtainable considering possible conflicts and time constraints.

8. How much time is needed for studying, reciting, and reviewing? How will this predicted time commitment affect the regular study schedule?

Listing Stage

• Your purpose in this stage of test preparation is to select and plan study strategies that will be most effective in acquiring and maintaining the necessary information and understanding needed for the test.
   

• First, you will need to list recitation strategies, such as concept cards, practicing questions and answers generated in Cornell notes or outlining answers to essay questions. In addition, you should define why the selected strategy will be the most appropriate and effective for this particular test.

You should realize and remember that the same study strategies do not work with the same amount of effectiveness for different types of tests or for tests of different content materials.

Secondly, you need to complete a plan of study. This plan will very specifically outline what study activity you will act on, when and where you will study, how long you will study, and why you will engage in this outlined study activity.

There is also a need to keep track of whether the outlined study activity was completed as defined, but this can only be completed as the plan is put into motion.

The following can be utilized to outline a plan of study:

When preparing the plan, the following questions should be considered:

1. Is the study time distributed over several days?

2. Have you allotted at least two blocks of time to test yourself over the key concepts? Or for a friend to test you?

3. Are specifically stated goals for learning identified in the "why" column of the study plan?

4. Has enough time been allowed to complete each task?

5. How much total time has been scheduled for test preparation in the study plan?

6. How does the total scheduled study time compare to what was identified in the pre-planning stage?

7. Will the goals identified in the pre-planning stage be accomplished with this plan?

Activating Stage

Your purpose in this stage is to activate the plan developed in the Listing stage and to monitor your level of completion of activities, as well as effectiveness of identified study activities.

The following questions should be addressed at least three times during the duration of the operation of the plan:

1. Is the plan being followed?

2. If not, why? What is interfering? What are other obligations that had not been previously accounted for?

3. How can the plan be modified without sacrificing the grade goal identified in the pre-planning stage?

4. Are concepts being remembered and understood? Are the study activities selected in the listing stage working?

5. If not, why? Should another study activity be selected? If so, which one? Or should study time distribution be changed? Or should more self-testing blocks be built into the study plan?

Evaluating Stage

• This stage of the PLAE strategy is done after the test has been taken and returned.
   

• Your purpose in this stage is to question yourself regarding your test performance and the strengths and weaknesses of the overall study plan and its implementation.
   

• Questions that you should ask yourself to determine these items include:
   

  1. Was the test what was expected?
      

  2. Was the study plan followed? If not, what events or situations interfered with carrying out the plan?
      

  3. How many hours were actually engaged in planned study activities?
      

  4. Were study hours distributed or massed?
      

Exam Self-Reflection

Click here to go through questions that help you self-reflect on the test/exam. This includes test preparation, during class,  after class,  the exam itself, and moving forward.  There is also an item analysis. 

Strategies for Test Taking:

Managing Test Anxiety- 

Feeling anxious before tests is common, but there are several strategies you can use to manage that anxiety:

1. Preparation is Key

• Study Early: Start preparing well in advance. This reduces last-minute cramming, which can heighten anxiety.

• Understand the Material: Make sure you grasp the concepts, not just memorize facts. This boosts confidence.

• Practice Tests: Take practice exams under timed conditions to get used to the pressure.

2. Organize Your Study Space

• Minimize Distractions: Find a quiet place to study where you can focus.

• Use Tools: Flashcards, summaries, and study apps can help you organize and retain information.

3. Manage Your Time

• Create a Study Schedule: Break your study time into manageable chunks with regular breaks.

• Prioritize Topics: Focus more on areas where you feel less confident.

4. Healthy Lifestyle

• Sleep Well: Aim for 7-9 hours of sleep per night, especially before the test.

• Eat Balanced Meals: Avoid too much caffeine and sugar, which can increase anxiety.

• Exercise Regularly: Physical activity helps reduce stress.

5. Relaxation Techniques

• Deep Breathing: Practice deep breathing exercises to calm your mind.

• Mindfulness or Meditation: Spend a few minutes each day practicing mindfulness or meditation to stay grounded.

• Progressive Muscle Relaxation: Tense and relax different muscle groups to relieve physical tension.

6. Positive Self-Talk

• Challenge Negative Thoughts: Replace thoughts like “I’m going to fail” with “I’ve prepared well, and I can do this.”

• Visualize Success: Imagine yourself calmly and successfully completing the test.

7. Stay Connected

• Talk to Someone: Share your worries with friends, family, or a counselor.

• Study Groups: Sometimes discussing topics with peers can reduce anxiety and clarify doubts.

8. During the Test

• Stay Focused: Concentrate on one question at a time instead of worrying about the entire test.

• Time Management: Keep an eye on the time, but don’t rush. If you get stuck, move on to the next question and come back if time allows.

• Deep Breathing: If you feel overwhelmed, take a few deep breaths to reset.

9. After the Test

• Reward Yourself: After the test, treat yourself to something enjoyable, regardless of how you think you did.

• Learn from Mistakes: If it didn’t go well, review what you could improve for next time instead of dwelling on it.

By incorporating these strategies into your routine, you can reduce test anxiety and approach exams with more confidence.

How to Tackle Exam Questions

https://lsc.cornell.edu/how-to-study/studying-for-and-taking-exams/exam-strategies-how-to-tackle-exam-questions-3/