TEST TAKING

TEST ANXIETY

The Causes Of Test Anxiety

The Unknown

• What kind of test? Essay, Quantitative (problem solving, math), Short Answer (matching, multiple choice, true-false, direct answer).
• How long? How many questions? What is the time limit?
• What is the scoring policy? Is there a penalty for guessing? (Some instructors subtract the number of incorrect answers from the correct answers to discourage guessing. A blank answer is not counted as incorrect.)
• Are there lists of special vocabulary, dates, names, principles, formulae, or major concepts to be learned?
• What questions will be on the test? We know that all the questions will come from either the lectures or the readings. But in addition to these sources, we can get an idea what questions will be on a test from a variety of other sources.
  • Instructors often have copies of their old tests on reserve in the library.
  • You might find out the kinds of questions asked by talking to students who have had the class before.
  • Some instructors have past test questions available on line.
  • Tutors can often suggest test questions.
  • Ask the instructor directly.

Self-Doubt

• Are you having second thoughts about how well you studied? ("Do I really know everything I'm supposed to know?'' "Do I really know the material?")
• To eliminate this kind of anxiety it is necessary to prove to yourself that you absolutely know the material; not that you think you know it but that you really do know it.
• The only way to do this is to test yourself on the material. Make up questions from your notes and from the text. The web pages in this site on notetaking and texbook reading explained how to use your notes and text to predict test questions.
• Review and Practice study should be self testing. If you can answer the questions, orally or in writing , you will have proven to yourself that you knowthe material. Remember the "Hurwitz Study Principle."

Self Talk

• Negative self-talk is what you say to yourself about how important the test is ("I just can't do math!" "I hate languages!" or "If I don't pass this test I'll flunk out and end up selling hamburgers all my life!'').
• It may start your anxiety level rising before and during a test. If the level gets too high, you may lose your ability to think clearly.
• (See Positive Imagery in Chapter 1)

Overcoming Test Anxiety

• Proper test preparation is the best cure for test anxiety! YOU WILL:
  
  • Start preparing at the beginning of the quarter.
  • Plan your time efficiently (rest, recreation, meals, study).
  • Develop an efficient and reviewable note-taking system.
  • Use an effective method of studying your textbook such as SQ3R.
    
• If you feel anxiety during the test the best way to deal with it is to lean back
  in your seat and take three or four deep breaths. Deep breathing is one of the
  best and easiest relaxation techniques to learn. Most of us have been breathing
  all our lives!

Taking The Test - Short Answer

General Suggestions

• Read the directions carefully. Know your task. Know how to mark your answer.
• Look over the whole test before answering any items.
• Go through the test the first time to answer only the questions you are sure of. If the answer doesn't come to you immediately, skip the question until later. If the answer is at the tip of your tongue, the longer you try to force it, the more anxiety you will feel and your ability to think will diminish. By skipping the item you allow your mind to work on it subconsciously. The answer may come to you a few questions down the page. Also other items on the test may provide clues to help you answer the one you skipped. If you put down an answer, the tendency is to think of the item as done and forget it.
• Do not change an answer unless you are ABSOLUTELY SURE of the correct answer. If you are not sure of an answer, your first guess is usually correct.

Direct Answer Tests

• Direct answer is among the most difficult short answer type test because you must RECALL the answer rather than simply RECOGNIZE it as a choice. When reviewing for this type of test, it helps to cover the main body of your notes and the text using the headings and labels to generate recall type questions.
• Answer what the question is asking: who (person), why (reason), how (process), what (thing), when (time or date), where (place).
• Only put down one answer unless the question asks for more.
• The length of the blank MAY serve as a clue.

Matching Tests

• If items are used only once mark them off as you use them.
• Only mark off items you are absolutely certain of. If you mark off an incorrect item, you will end up missing two questions.
• If you have only two unknow choices and two unanswered questions you can:
  • guess and take the chance of getting both right or missing both,
  • OR putting the same answer down for both. One will be correct, the other wrong.
    

True-False Tests

• A statement must be totally and completely true to be true. Almost but not quite true is false. A tiny, tiny bit false is false. If you can think of an exception to a true-false question, than it is false.
• Moderate statements are often true. (with word such as some, may, partly, etc.)
• Extreme statements with words such as always, completely, or never usually are false or incorrect.
• If the statement has two parts or clauses, generally both must be true for the statement to be true.
  

Multiple Choice Tests

• The correct answer is given, your task is to recognize it.
• Ask if you can mark more than one choice.
• Read the question (not the choices). Think of the answer then look for it.
• Read the question separately with each choice.
• Turn each choice into a true/false question.

Taking The Test - Essay

General Suggestions

• Read the directions. Notice especially if you must do all the questions or do you have a choice.
• Plan your time. Divide your time among the questions with some extra time at the end. Stick to your time limits and finish incomplete essays at the end.
• Unburden your mind. Before beginning the essays, read each question and write down in your answer book the ideas that come in to your mind.
• Scan the test. Read all the questions before writing. If you have a choice, select those for which you are best prepared. Also, by knowing the questions you won't put something in one question that would better fit in another.
• Understand the question. Be sure you know what is being asked of you.
• Outline your answer. This will help you organize your answer and avoid writing more or less than you should.
• Restate the question. Use the question to begin your answer, and answer the question directly in the first sentence or paragraph.
• Support answers. Don't make broad generalizations without the specific details to support them. If you forget specific dates or places, use approximations rather than guesses.
• Reread the answer. Check for spelling errors, omissions, incorrect dates, names, etc.
• Be neat. Use pen, not pencil.
• Leave a wide margin on the left.
• Leave space between answers. This will allow you to add more to your answer later.

Nancy V. Wood, College Reading And Study Skills, 3rd. ed. (New York: Holt, Rinehart and Winston, 1986) , pp.\ 155--158.

Key Word List

This list contains words frequently used on essay exams and an explanation of what is expected when the word is used. There is a sample question with each word.

COMPARE---Look for qualities or characteristics that resemble each other. Emphasize similarities among them, but in some cases also mention differences.
Example: Compare college education in America with college education in England.

CONTRAST --- Stress the dissimilarities, difference or unlikeness of
things, qualities, events, or problems.
Example: Contrast the essay test form with the objective test form.}

CRITICIZE---Express your judgment about the merit or truth of the factors or views mentioned. Give the results of your analysis of these factors discussing their limitations and good points.
Example: Criticize the present grading system used in this class.

DEFINE---Give concise, clear, authoritative and exact meanings. Don't give details, but make sure to give the limits of the definition. Show how the thing you are defining differs from other things in its class.
Example: Define the following terms: ``osmosis,'' ``perennial,'' ``annual.''

DESCRIBE---Recount, characterize, sketch, or relate in sequence or story form. Give a word picture of the appearance or process.
Example: Describe life in the United States in the 20th Century.

DIAGRAM---Give a drawing, chart, plan, or graphic answer. Usually you should label a diagram. In some cases, add a brief explanation or description.
Example: Diagram the circulatory system of a plant.

DISCUSS---Examine, analyze carefully, and give reasons pro and con. Be complete and give details.
Example: Discuss the Marshall Plan. Give the strong points in the Marshall Plan, and the weak points, with examples of each.

ENUMERATE---Write in list or outline form, giving points concisely one by one. Don't explain or give details.
Example: Enumerate the advantages of a high school education

EVALUATE---Carefully appraise the problem, citing both advantages and limitations. Emphasize the appraisal of authorities and to a lesser degree your personal evaluation.
Example: Evaluate the twelve-month school year.

EXPLAIN---Clarify, interpret, and spell out the material you present. Give reasons for differences of opinion or of results, and try to analyze causes. Answer by telling what the principle or process is, how it operates, and why it works.
Example: Explain the principle of osmosis.

ILLUSTRATE---Use a figure, picture, diagram or concrete example to explain or clarify a problem.
Example: Illustrate how a family can budget its income.

INTERPRET---Translate, give examples of, solve or comment on a subject, usually giving your judgment about it.
Example: Interpret Dr. King's ``Dream'' speech.

JUSTIFY---Prove or give reasons for decisions or conclusions, taking pains to be convincing.
Example: Justify John Galt's decision to abandon society.

LIST---As in enumerate, write an itemized series of concise statements.
Example: List the causes of the First World War.

OUTLINE---Organize a description under main points and subordinate points, omitting minor details and stressing the arrangement or classifications of things. List only the important ideas and group the less important ideas under them.
Example: Outline the steps necessary in writing a term paper.

PROVE---Establish that something is true by citing factual evidence or giving clear logical reasons.
Example: Prove that intelligence testing is or is not a valid criterion for admission to college. What you believe doesn't count; you have to produce evidence.

RELATE---Show how things are related to, or connected with, each other or how one causes another, correlates with another, or is like another.
Example: Relate how MacBeth's wife caused his downfall.

REVIEW---Examine a subject critically, analyzing and commenting on the important statements to be made about it.
Example: Review Aristotle's view of "the good life.''

STATE---Present the main points in brief, clear sequence usually omitting details, illustrations, or examples.
Example: State your reasons for coming to college.

SUMMARIZE---Give the main points or facts in condensed form, like the summary of a chapter, omitting details and illustrations. To summarize means to add up and give results.
Example: Summarize the effects of the Treaty of Versailles. State highlights only. Be brief.

TRACE---In narrative form, describe progress, development, or historical events from some point of origin.
Example: Trace the migration of humanoids to North America.

Copyright Information © 2000
This page was last updated  Wednesday, 09-Jun-2004 12:42:15 EDT . , by DAH .
Please send comments to david.hurwitz@wright.edu.