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Test Taking – Celebrations of Learning Michael Frizell, Director [email protected] Test Anxiety Questionnaire • • • • • • • • • • • • • • ____ I have visible signs of nervousness such as sweaty palms, shaky hands, and so on right before a test. ____ I have “butterflies” in my stomach before a test. ____ I feel nauseated before a test. ____ I read through the test and feel that I do not know any of the answers. ____ I panic before and during a test. ____ My mind goes blank during a test. ____ I remember the information that I blanked on once I get out of the testing situation. ____ I have trouble sleeping the night before a test. ____ I make mistakes on easy questions or put answers in the wrong places. ____ I have difficulty choosing answers. Interpreting the Results Now add up your score on all the statements. Scores will range from 10 to 50. • A low score (10-19 points) indicates that you do not suffer from text anxiety. • Scores between 20 and 30 indicate that, although you exhibit some of the characteristics of test anxiety, the level of stress and tension is probably healthy. • Scores over 30 suggest that you are experiencing an unhealthy level of test anxiety. You should evaluate the reason(s) for the distress and identify strategies for compensating. – Source: www.unc.edu/depts/ucc.html August 2001 Symptoms of Test Anxiety • • • • • • • Fear of failing before arriving to take the exam. Feeling tension as exam is being passed out. Physical symptoms such as: increased heart rate, shortness of breath, perspiring, etc. Negative thinking such as: "I am going to fail," "I am dumb," "I shouldn't even bother taking the exam." "Blanking out" on information that you studied. Recalling information, upon leaving the classroom or a short period later, that you "blanked out on" during the exam. Frustrated with your grade on the exam because you know you were well prepared. Controlling Test Anxiety • • • • • Some is needed. Overprepare…to a point. Become desensitized to test environments & formats. Develop & practice various kinds of tests & questions. Take practice tests. Controlling Test Anxiety • Change/stop negative thoughts. • Prepare body. • Breathing & relaxation exercises before & during exam. • Take control. • Seek help. Tips for Reducing Test Anxiety • • • • Prepare for the exam ahead of time. "Cramming" is a big culprit of test anxiety. Get plenty of rest and sleep the night before the exam. Don't forget to eat the day of the exam, preferably something nutritious. Avoid arriving too early or late to the exam. Tips for Reducing Test Anxiety • • • Avoid last minute studying; remember you are already prepared. Avoid listening to others or discussing the exam with others while you waiting for the exam. The anxiety of others can "rub off" and suddenly you begin to doubt yourself. Don't forget to breathe! Take deep breaths to help you relax, don't worry nobody will notice! Tips for Reducing Test Anxiety • • • While you are taking deep breaths, replace any negative thoughts with positive thoughts. Don't get bogged down and worry about questions you don't know, move on. Later, the answer may come to you or you may get clues from other exam questions. Reward yourself when you are finished with the exam. Preparing for Exams When the Exam is Announced: • Find out what the exam will or won't cover. • Find out what kind of exam it will be: objective, short essay, long essay, or a combination. Preparing for Exams Exam Study: • Prepare summary sheets for large amounts of lecture and textbook notes. • Spend several nights before an exam making a final review of notes. • Stress the following areas in your review: • Points emphasized in class or in the text; • Areas the professor has advised for study: • Questions in study guides, past quizzes, and reviews at the end of textbook chapters. Preparing for Exams Objective exams: Study as if it were an essay exam. • Stress specifics: • Definitions of key terms and examples; • Lists of items; • For True/False, write some false statements. Essay Exams: • Stress concepts. • List probable questions. • Prepare a good outline answer and practice it. Problem Exams: • Memorize formulas if needed. • Practice problems. 5-Day Exam Prep Strategy Before beginning the five-day countdown you should • Collect all materials needed to review. • Schedule at least three 20-30 minute review sessions for each of the five days preceding the exam. • Plan the content of each review session. • What materials will you cover? • How long to spend on each part? • What method will you use to review the material? • Make a calendar with specific times, activities, subject matter to be covered and materials needed. Day 5: Reading • • • Set a timer or alarm clock for 20-30 minutes so you can work without interruption. Schedule a 5-10 minute break between each study session. Reading must be completed on this day. Day 4: Textbook Mastery • • • • • Set a timer or alarm clock for 20-30 minutes. Schedule a 5-10 minute break between each review session. Review all textbook reading material using a textbook mastery review technique. Review questions at the end of the chapters. Review each instructormade study guide. Day 3: Vocabulary • • • • • • Set a timer or alarm clock. Schedule 5-10 minute breaks. Study the vocabulary words systematically, using either a self-made glossary or 3 x 5 cards. Try to recall the definition by looking at the word and then try to recall the word by looking at the definition. Do not study the words in the same order each time. Be sure you can give the definition, recall the term from the definition, spell the word correctly, and give an example of each term. Day 2: Lecture Notes • • • • Set a timer or alarm. Schedule 5-10 minute breaks. Review all lecture notes and handouts using a mastery technique. Make outlines or use mapping techniques to organize material. Day 1: Problem Areas • • • • • • • Set a timer or alarm clock. Schedule 5-10 minute breaks. Review the following: all lecture notes all textbook notes all instructor-made handouts and/or study guides all vocabulary words The Night Before the Test • • • Plan to complete these activities early enough that the evening before the exam is free. At this point you should feel confident that you are prepared for the exam. Relax! Taking Control • • • • • As you start the exam— Listen closely to oral directions. Look over the entire test and read carefully directions in each section. Follow directions exactly. Look for total number of questions and make sure all pages are attached. Ask for time allotment and budget time accordingly. Begin with the questions you know to build confidence. Taking Control • Mark questions you’re unsure of and recheck later. • • • • • • Your first guess may not always be the best. Other questions may jog memory or provide answers. Know what the question asks for before selecting an answer. If you note what appears to be a typo, ask the teacher about it; it may not be. Briefly scan any text, figures, charts, or drawings that accompany a question; then read the questions. Answer every question. • • A blank answer is always wrong… a guess may be right! 10 Traps to Studying • "I don't know where to begin!" • "I've got so much to study and so little time." • "This stuff is so dry, I can't even stay awake reading it." • "I read it. I understand it. but I just can't get it to sink in." • "I guess I understand it." 10 Traps to Studying • • • • "There's too much to remember." "I knew it a minute ago." "But I like to study in bed." "Cramming before a test helps keep it fresh in my mind." • "I'm gonna stay up all night 'til I get this!" THANK YOU! 1st Floor, Meyer Library http://bearclaw.missouristate.edu (417) 836-5006 [email protected] Michael Frizell Diana Garland Director of Student Learning Services Director of the Learning Commons Meyer Library 112 [email protected] (417) 836-5006 Meyer Library 113 [email protected] (417) 836-4229 For questions about… For questions about… The Absent Professor Program & Prefects http://AbsentProf.MissouriState.edu Subject- Area Tutoring Math Drop-In Tables Focused Drop-In Tables Study Skills Specialists Group-Led Educational Experience (GLEE) Formerly: The Supplemental Instruction Program (SI) http://SI.MissouriState.edu The Writing Center http://WritingCenter.MissouriState.edu [email protected]