Test Taking Tips

The following information has been developed for your use if you have difficulty taking tests. The information looks at test taking in general, but incorporates some strategies that can help if the nature of your disability affects you negatively when preparing and taking tests. The focus is on taking objective tests rather than essay tests.

Test Anxiety
Symptoms of Test Anxiety
Strategies to Help Reduce Test Anxiety
Taking Objective Test
How to Prepare for the Objective Test
Things To Remember Before Taking A Test
Taking Multiple Choice Tests
Test Taking Hints: Vocabulary and definitions that may help when taking tests.

TEST ANXIETY:

Everyone experiences some level of nervousness or tension before taking a test. This nervousness, often called “butterflies”, can actually help you perform better on the test. It gives you that extra adrenaline charge to improve your concentration and speed up your progress. However, too much anxiety reduces your ability to recall information and slows down your test speed.

It is understandable if your anxiety is a direct result of lack of preparation. However, if you are adequately prepared but still panic, you may want to try using different study strategies, or speak to a counselor who can help you reduce this anxiety. Contact the University Counseling Center, (801) 581-6826.

Test anxiety is usually the result of either persistent and excessive worry or your emotional state. Both can cause you to worry more about not passing the test or focusing on your emotional or physical symptoms rather than on preparing for the test.

Symptoms of Test Anxiety:

Nervousness
Nonstop talking, boasting, inappropriate laughter
Withdrawal or extreme quietness
Fear of forgetting, not finishing the test, not studying the right material
Lack of concentration
Change in appetite
High degree of confusion
Nausea
Sweaty palms
Sleeplessness
Increased worry
Inadequate preparation

Here are a few strategies you can try to help reduce test anxiety:

RELAXATION TECHNIQUES can help reduce tension and negative thoughts by using muscle relaxation, positive visual imagery or cue words. A counselor can help you develop these techniques.
POSITIVE SELF-TALK can interrupt thoughts of worry. Give yourself permission to be concerned while you channel your energy into doing something to help yourself. Once you admit you are anxious and accept it, you can focus on telling yourself positive things such as: “I am prepared for this test”, “This test only measures my knowledge in a specific area, not my self worth”, “I am going to do the best I can”, etc.
POSITIVE VISUAL IMAGES. Visualize yourself studying in an organized manner. See yourself studying the essential information to take the exam, the grade you want to get on the exam, and the steps to ensure you are successful in passing the test.
MENTAL SLOGANS OR STATEMENTS that you repeat to yourself or post around your study area can be used effectively when you feel overwhelmed. Repeat or look at the statements frequently.
USE TOOLS AND STRATEGIES that you have used successfully in the past when studying for other tests.
MEET WITH A COUNSELOR if you feel you need more guidance to implement effective strategies.

Start early to begin studying for a test. Give yourself time to practice some of these techniques and decide which ones work best for you.

TAKING OBJECTIVE TESTS

Objective tests are designed to measure your ability to remember many facts and figures, as well as your understanding of the course material. These tests usually are multiple-choice, true false or matching. Objective tests require you to think independently and do high-level critical reasoning so you can make the fine discriminations needed to select the best answer.

You have mastered information for these types of tests if you can:

Recall specific terms, facts, names, and other key words.
Become proficient in the language of the course.
Distinguish the ways in which ideas, facts, theories, or other observations differ from each other, and categorize them in ways they are similar.
Answer questions and solve problems presented in the text and create your own questions or problems to solve.

How To Prepare For Taking Objective Tests

You can use these steps to prepare for any objective test, but the information is designed primarily for multiple-choice tests.

Begin studying early and study on a regular basis. Remember that last minute cramming leads to poor retention of information, mental and physical fatigue, and carelessness on the test.
Be well organized. Study 2-3 hours a day, breaking the time down into short blocks of time, i.e., study for 45 minutes and then take a 10 minute break. Make sure you use the study time effectively.
Be sure to include times to relax each day, and reward yourself for what you have accomplished (bike ride, shoot hoops, walk, watch a good movie/video, etc.).
Begin each session with a review of what you studied previously (last session, previous day, or during the week). This should include a review of your notes and relevant textbook chapters. List major concepts and note why they are important.
Keep in mind that you are studying to acquire knowledge of facts, understand concepts and the ideas underlying them. Study names, dates, formulas, definitions, relationships, and theories. Include words or terms used to represent specific concepts.
Multiple Choice tests require you to recognize facts and concepts and test your ability to recall this information in order to answer questions. Make flash cards, diagrams, charts, lists, etc. and use them frequently.
The following steps can help you learn the required information in a systematically way so you can see your progress.
- Read a section of material then set it aside.
- On a separate sheet of paper summarize what you have learned.
- If you can’t recall the information, repeat steps a and b.
- If you recall the information, move on to the next section.
- Review notes and readings, circling or underlining key words or terms that will help you to recall concepts. Review frequently in both written and oral formats. Be as detailed as possible to verify you have mastered the information.
- Do 2 or 3 practice tests covering each content area and then check to see how well you remember the information. If you find you make consistent mistakes related to:
  - Questions with embedded double negatives
  - Long questions
  - Questions with “all of the following except”
- Then break down each question into smaller parts, answering each section and then summarizing for the final answer.
Consider using a two-tiered approach to studying. Study by yourself first and then study with a group.

Study on your own.

Review your notes, read your textbook, use flashcards or other strategies to help remember definitions, theories, etc.
Set information aside and try to summarize it, either verbally or written.
Draw diagrams to help summarize concepts and how they relate to each other.
Write practice questions to answer by yourself and in the group.

Study with a group.

Write and answer each other’s questions, creating difficult questions or ones that are similar to what will be on the test
Make sure you have studied adequately and are prepared to interact with the group
Remember, the effectiveness of a study group is based on the people in the group and how prepared everyone is.
Keep in mind, personal study is to review information for knowledge acquisition and group study is for practice.

Things To Remember Before Taking A Test:

On the day before the test, take a block of time away from preparing for the test and do something you enjoy.

Eat a good dinner the night before the test. Don’t study late and get a good night’s sleep.

Prepare everything the night before to make sure you are ready. The next morning should not be stressful or rushed.

Prepare yourself. Don’t get a flu shot a few days before or have minor surgery. If you have kids, plan on where they will be that day; make sure your car is working.

Get to the test early enough to have time to relax and not feel rushed. Know where you are going to take the test and the location of the restrooms, drinking fountains, and telephones.

Have plenty of pens, pencils, paper, blue book or whatever is required for the test.

Taking Multiple Choice Tests

Read the directions carefully. Reread if necessary. Listen carefully to any verbal instructions. Make sure you have entered all required information on the test or answer sheet (name, ID number, etc.).
Unless you are penalized for guessing or leaving questions unanswered, always answer all the questions.
Pace yourself. Make sure you complete the test within the time allotted. Don’t spend too much time on one question or section. Try to finish each section with at least 5 minutes to review and then do the same at the end of the test.
Before beginning the test, turn it over and write down all the information you can remember – concepts, names, dates, etc. so you can refer to them as you proceed.
Skim through all the questions, and add any more information you recall from the questions. Circle the difficult questions or those you are not sure of.
There are two ways you can answer questions:

a. Answer the easy questions first and then go to the more difficult ones you circled; or
b. Work systematically through the test, answering questions as they are listed. (Some test takers feel jumping around to answer easy questions first wastes time).
Read each question all the way through, covering up the answers. Circle key words. If the question is lengthy, break it up into smaller parts. Guess the answer before looking at the choices on the test. Then read each possible answer all the way through before making your choice. Sometime the last answer may be the correct one.
If your not sure of the answer, put down something that is reasonable by using logic or common sense. Look for answers that contain the most information or go with “b, c, or d”, depending on how many answers you have to choose from since middle answers are usually correct.

a. “A” answers are least likely to be correct.
b. “All of the above” answers are often correct if you know more than one answer could be correct. “None of the above” answers are usually incorrect.
c. Answers that use absolute words such as “always” or “never” are less likely to be correct. Conditional words such as “probably” or “usually” are more likely to be correct. Any of these words can change the meaning of a statement.
d. Look for grammatical clues. If a question ends with “an”, the answer will begin with a vowel.
e. Look for verbal associations. An answer that repeats key words in the question is more likely to be correct.
Read each question all the way through, covering up the answers. Circle key words. If the question is lengthy, break it up into smaller parts. Guess the answer before looking at the choices on the test. Then read each possible answer all the way through before making your choice. Sometimes the last answer may be the correct one.
If you are uncertain of the answer, eliminate those answers you know are definitely wrong, look for words that may give you a better idea of the correct answer.
Process each question; don’t rush through it.
Remember, your first answer is generally correct. Change the answer only if you are absolutely sure your first answer is wrong.
If you have difficulty with visual distractions, look at one question at a time, covering up all the possible answers and then uncover each answer at a time.
If you have auditory problems, wear unobtrusive earplugs after the instructor gives verbal instructions. Make sure they are permitted.
Again, pace yourself so you have time to check your work before handing in the test. Use all the test time.

Keep in mind that you can use these strategies whether you are taking the exam with the class or receiving exam accommodations through the Center for Disability Services.

Test Taking Hints: Vocabulary and definitions that may help when taking tests

KEY WORDS	EXAMPLE	INFORMATION TO INCLUDE
Discuss	Discuss Laetrile as a treatment of cancer	Consider important characteristics and main points.
Enumerate	Enumerate the reasons for U.S. withdrawal from Vietnam.	List or discuss one-by-one.
Illustrate	State Boyle's Law and illustrate its use.	Explain, using examples that demonstrate or clarify a point or idea.
Compare	Compare the causes of air pollution with those of water pollution.	Show how items are similar as well as different; include details or examples.
Contrast	Contrast the health care system in the United States with those in England.	Show how the items are different; include details or examples.
Define	Define thermal pollution and include several examples.	Give an accurate meaning of the term with enough detail to show that you really understand it.
Explain	Explain why black Americans are primarily city dwellers.	Give facts and details that make the idea or concept clear and understandable.
Trace	Trace the history of legal prostitution in Nevada.	Describe the development or progress of a particular trend, event, or process in chronological order.
Evaluate	Evaluate the strategies our society has used to treat mental illness.	React to the topic in a logical way. Discuss the merit, strengths, weaknesses, advantages or limitations of the topic.
Summarize	Summarize the arguments for and against offering sex education courses in public schools.	Cover the major points in brief form; use a sentence and paragraph form.
Describe	Describe the experimentation that tests whether plants are sensitive to music.	Tell how something looks or happened, including how, who, where, why.
Justify	Justify former President Carter's attempt to rescue the hostages in Iran.	Give reasons that support an action, event, or policy.
Criticize	Criticize the current environmental controls to combat air pollution.	Make judgments about quality or worth; include both positive and negative aspects.
Prove	Prove that ice is a better cooling agent than water when both are at the same temperature.	Demonstrate or establish that a concept or theory is correct, logical, or valid.

Paul Nolting, Ph.D., Academic Success Press