Test Taking Strategies

Hello colleagues, While preparing students for an HSE, we focus on teaching content as well as skills, i.e., reading and writing, social studies, science and math. Another common component of instruction is test taking strategies, including strategies that help students deal with test anxiety. How do you approach this aspect of your teaching? Are there strategies you've learned from learners that might help others who are preparing to test?

Thanks for sharing some helpful tips!

Cheers, Susan Finn Miller

Moderator, Assessment CoP

Comments

Whew....test taking strategies is a hot topic and such a great discussion thread. Student's think test preparation is the magic key to success - if only they knew the secrets to test taking, then certainly they could get through the HSE subjects. But test taking tips (aside from getting plenty of rest, good food, and hydration) are really based in overall content area preparedness. I think test prep comes with content instruction. For example, when we are teaching a skill like comparing and contrasting, and we work with the student to fully understand this process, we conclude the instruction by demonstrating how this skill might be assessed on a test. Integrating test prep with instruction will help students connect the classroom experience with their overall goals. 

I'd love to hear some strategies to help get students ready. 

Sincerely, 

Kathy Tracey

This really is a critical topic with adult learners, as they are constantly being judged by standardized tests - CASAS, TABE, HSEs, etc. And, most of our learners have not received direct training in how to work with a test. (Most suburban kids get this kind of training at least at the SAT level.) I emphasize with learners that they need both to know the content and know how to communicate their knowledge on the test.  A couple years ago, I created a booklet, "Beating Test Stress," for adult learners and started presenting workshops for instructors on helping adult learners with test stress.

I emphasize three things: De-stress, Demystify, and Desensitize. With De-Stressing, we address negative self-talk and how tests really do not have the final word on someone's smarts or value.

Demystifying unpacks the reasoning behind the testing, and the rules and strategies of dealing with a test. This includes adjusting the mindset about the test from trying to get each answer right to getting as many answers right as possible.Additionally, learners should have a clear understanding of why programs test them and how the information is used. I had one student become nervous about the test because she thought that if she did not do well, she would be kicked out of our program. Students should also receive their results with some explanation of what their results mean, and that scores do go up and down.

Desensitizing involves giving learners many opportunities to practice test-taking skills in less threatening environments and learning how to analyze both how they got answers right and answers wrong.

It would be wonderful if our learners' knowledge could be assessed in more holistic or practical ways that match their learning styles and the actual ways that they will need to apply their knowledge. However, even in adult learning programs did not deal with standardized tests, our adult learners would still encounter them in getting driver's licenses, entering community college, or getting certifications. So, I do believe that at adult learning programs, we have a responsibility to teach learners how to deal with tests.

If anyone wants to know more about the Beating Test Stress booklet or the sessions I can conduct for teachers or adult learners, please visit my site at www.GoldAppleServices.com or email me at cmcampbell@goldappleservices.com.

Sincerely,

Cynthia

De-stress, demystify, and desensitize are wonderful strategies. Certainly, teaching specific methods for test taking will lead to increased success. However, I'd like to take this a bit farther. Here's how I see these steps being strategically implemented in the classroom. 

  • De-stress: The positive self talk is important. I think this is directly connected to the concept of a growth mindset. It's important to show the students how they are progressing and build confidence with their learning. Feedback is important and how we connect the feedback to show learning gains helps build the positive self talk.   
  • Demystifying: Helping students understand the rules of the high stakes test is important. This is where I think making connections between the content covered in class and the expectations of passing.  
  • Desensitizing: Practice makes perfect. I love how you suggest that continued exposure to meaningful assessements. When used correctly, assesements quide the instruction and allows us to remediate when needed.  

I'd love to hear your thoughts on how to connect instruction to these test taking strategies. 

Sincerely,

Kathy Tracey

Hi Kathy

Thanks for your thoughts.

With teaching these strategies, this is not a one and done scenario. Constant reinforcement is important. With De-stressing, it is important for students to see other evidence of their learning, such as written work.

When I teach test-taking skills, I usually use the current content of the class as either source materials or inspiration for the test taking instructions. Rarely do I teach these skills completely out of context of what the class is doing. For example, I have been working with my class on career exploration. I shared an article and created practice questions to go with the article.  As well, I try to create questions to go with realia as often as I can.

Another issue that is important for test taking with ESL learners is teaching vocabulary and identifying synonyms. As the students advance, they need to be able to identify rephrasing of sentences. This is a skill we are working on in my class right now.

 

 

Kathy,

I have been a high school math teacher, private tutor, SAT-prep instructor, GED and Pre-GED instructor.  All those time I taught I knew that practice makes perfect, and I preached that taught that to my students.  I knew that if students saw their own improvement that helped to built confidence and knowledge increased.  However, I never would have stated the process of helping students with test taking in these three steps.  De-stress, Demystifying and Desensitizing.  OMG!!!  It is quite brilliant.

I am a new intake/assessment specialist.  Our program administers CASAS as diagnostic and pre and post tests in conjunction of other tests or our own.

Is there any special techniques my instructors can use so the students can perform better on these tests?

How is TABE compare to CASAS? Is one of these standardized test better than the other?

 

Some of the program components which I still need to build on to best serve my English learners are to secure access to translators and interpreters and decide on a pathway and contextualization model appropriate for refugees and immigrants still learning English. My plan is to spread the word and meet with partners and see what ELLs need to know and do in different levels of training. I also plan to create referrals to agencies that offer support services for immigrants and refugees or involve a case manager with experience with the population.

To help low skilled ELLs, I would try to have a collaborative relationship with social service provider to call on to help students with some of the turbulent factors in their life. I would keep time in my schedule for internal staff like ELA teachers and advisors to meet and discuss student progress or challenges.

For high skilled ELLs adults who might transition to professional areas may need information about courses that might help them advance. I will try to provide them as much information as possible. ELLs new to the system of occupational training may not know enough about particular career path to make an informed decision. Training course may be too long or two expensive. I would invite a college advisor to answer questions for high skilled adults.