TestTaking Strategy The Learnin g Strategy S eries

Test-Taking Strategy The Learnin g Strategy S eries The Univers ity of Kansa Center for R s esearch on Learning Lawrence, K ansas

Without PIRATES Many students walk the plank every time they take a test. University of Kansas Center for Research on Learning 2006

Test Taking Anxiety University of Kansas Center for Research on Learning 2006 3

Rage Against the Dying of the Light!! And don’t take #@&% from nobody. University of Kansas Center for Research on Learning 2006 4

In this workshop, you will learn how to prepare your students to Øallocate time and priority to each section of a test, Øcarefully read and focus on important elements in test instructions, Ørecall information using mnemonic devices, Øsystematically and quickly progress through the test, Ømake well-informed guesses, Øcheck their work, and Øtake control of the testing situation. University of Kansas Center for Research on Learning 2006 5

WHAT ARE LEARNING STRATEGIES? CONTENT SKILLS STRATEGIES

SELF-REGULATING INFORMATION PROCESSORS AKA LEARNERS CONTENT STRATEGIES SKILLS

STRATEGY Includes how a person thinks and acts when planning, executing, and evaluating performance on a task and its outcomes.

LEARNING STRATEGIES Teach students how to think about and solve problems or quite simply. . . HOW TO LEARN

LEARNING STRATEGIES CURRICULUM Storage Acquisition Word Identification First-Letter Mnemonic Paraphrasing Paired Associates Self-Questioning Listening and Notetaking Visual Imagery LINCS Interpreting Visual Aids Multipass University of Kansas Center for Research on Learning 2006

LEARNING STRATEGIES CURRICULUM Expression and Demonstration of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test-Taking In. SPECT University of Kansas Center for Research on Learning 2006 11

THEORETICAL PERSPECTIVE ↓ Teacher says, teacher does. ↓ Teacher says, student does. ↓ Student whispers, student does. ↓ Student thinks, student does. OR University of Kansas Center for Research on Learning 2006 12

I do We do You do!! University of Kansas Center for Research on Learning 2006 13

TEST-TAKING STRATEGY Critical Instructional Procedures p. 4 Highlight ØState 1: Pretest and Obtain Commitments ØStage 2: Describe (I do) ØStage 3 Model (We do) ØStage 4: Verbal Practice (You do) ØStage 5: Controlled Practice and Feedback ØStage 6: Advanced Practice and Feedback ØStage 7: Posttest and Make Commitments ØStage 8: Generalization University of Kansas Center for Research on Learning 2006 14

Other Instructional Issues pp. 6 -8 Ø It is critical to follow the instructions as they are presented. Ø Strategies are designed to be taught in small groups but can also be taught one to one or to a whole class. Ø Students should be highly involved in every stage of the process to facilitate active, independent learning. Adhere to the three statement rule (see p. 7) Ø The instructors manual provides the science of effective teaching. You bring it to life with your feedback, enthusiasm, and commitment. Ø Good feedback is positive, corrective, given individually, and timely. Ø Mastery criteria encompass correctness and fluency. Ø When students down, it may indicate that they are lacking prerequisite skills or have lost sight of the benefits of learning the strategy. Ø Lessons are designed to keep students together through the Model Stage. University of Kansas Center for Research on Learning 2006 15

MANAGING INSTRUCTION Selecting Students (p. 8) Ø Students who are required to take tests. Ø Students who are within 10 points of the passing range (achieving scores above 50%). Optional ØStudents who have learned the memory/study strategies, such as the FIRSTLetter Mnemonic Strategy. ØStudents who have learned the Sentence Writing Strategy. University of Kansas Center for Research on Learning 2006 16

Set Your Goals ØSet goals for each student and record progress ØExpect to spend a minimum of 25 -30 minutes a day on strategy instruction Get Organized Ø Make copies and file all student materials Ø Prepare a three ring binder or manila folder labeled with the name of the strategy for each student Ø Attach to the inside cover one assignment sheet (114) and one progress chart (p. 117) University of Kansas Center for Research on Learning 2006 17

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Student Folder Contents Front Cover: ü ü Eventual Contents: Progress Chart Assignment Sheet ü ü ü Cue Cards Pretest Controlled Practice Advanced Practice Posttest Generalization University of Kansas Center for Research on Learning 2006

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Test-Taking Strategy Instructors Manual ØIntroduction ØInstructional Stages ØAppendix A: Evaluation Guidelines ØAppendix B: Instructional Materials ØAppendix C: Tests ØAppendix D: Answer Keys University of Kansas Center for Research on Learning 2006 22

PRETEST A ND MAKE COMMITME NTS Stage 1

INSTRUCTIONAL METHODS ØThe contents of each instructional stage is organized in the same way (p. 10) ØScan Stage 1 Pretest and Make Commitments(p. 12) and highlight the following lesson organizing structures. • • What your goal is What you need How to prepare How much time to allow What to do What to require Where to go from here How to troubleshoot University of Kansas Center for Research on Learning 2006 24

STAGE 1: PRETEST AND OBTAIN COMMITMENTS ØWhat your goals are 1. Test students’ current use of testing strategies 2. Provide feedback on why they may not have been successful in the past 3. Gain commitment to learn the strategy University of Kansas Center for Research on Learning 2006 25

IMPORTANT! Before you teach the lesson Always Review üYour goals üWhat you need üHow to prepare üHow much time to allow, and University of Kansas Center for Research on Learning 2006 26

ü What to do University of Kansas Center for Research on Learning 2006 27

1. Provide an advance organizer We need to find out how well you take test and what kinds of strategies you use when taking tests. So we are going to begin our work today by taking a test that will help us determine the test-taking strategies or skills you already use. 2. Distribute materials University of Kansas Center for Research on Learning 2006 28

PRETEST Section 1. Put a circle around the letter next to the best choice. Section III. Write a short essay below on the following topic: My Three Favorite Foods. 1. Working conditions during the early paleonic period were a. always fair c. usually fair b. never fair d. never dangerous 2. A score in football is called a. a homerun b. a bingo c. a dunk d. a touchdown 3. The average length of the four-toed cremuth is a. one foot c. three feet b. twelve inches d. eighteen inches 4. The Argualan colonists fought the King because of a. land rights c. water rights b. cruelty d. unfair taxation of export products from their homeland Section IV. Write “True” or “False” in the blank. 5. The battle of Ares took place because of a. religion c. famine b. greed d. a and b 6. Which of the following is a tree that does not stay green all year? a. fir c. oak b. juniper d. pine 7. Couches and chairs are both a. used only inside the home b. easy to read _____ 1. Low levels of monoplast in the blood always indicates endematic infection. _____ 2. January is a month in the spring. _____ 3. Many of the countries in the lower peninsula region depend on irrigation for crop watering. _____ 4. If sendium is added to phosphorus, it never fails to ignite. _____ 5. Most cancerous cells contain a form of skotema. _____ 6. The first day of the work week is Monday. _____ 7. The greedy Ares always stockpiled their gold. c. very fast d. furniture for sitting Section V. Write a word in the blank that makes the sentence correct. Section II. Match the term on the left with the word(s) on the right that means the same thing. Write the letter in the blank beside the number of the appropriate term. _____ 1. apple 2. sethol 3. train 4. money a. b. c. d. 1. 2. 3. 4. The last centrium used in a laser was the __________________. Apples, oranges, and pears are all _____________________. Reading, writing, and arithmetic are subjects taught in _____________. A variety of _____________ are used in extol extraction. small growth used to purchase goods red or green fruit form of transportation University of Kansas Center for Research on Learning 2006 29

3. Give instructions for the Test-Taking Pretest Look over this test for just a minute and notice that many of the questions are about information that you do not know. For example, look at #4 in the first section of the test. Does anyone know what the term Argualan colonist means? No? It’s ok if you don’t but when you come to a question with words or terms that you don’t know, just answer as best you can. This will show us how you handle questions when you don’t know the answer. You will have 25 minutes to finish the test. Do everything you would normally do to try to earn the best grade you can. The results of this test will not affect your grade in this or any other class. We are just trying to find out what you already know about test–taking so you can learn new things that you don’t already know. University of Kansas Center for Research on Learning 2006 30

Then 4. Conduct a comprehension check 5. Solicit and answer questions 6. Monitor students work—Make a note of any student who does not begin in 2 minutes 7. After 25 minutes, collect the Test-Taking Pretest 8. Score the Pretest University of Kansas Center for Research on Learning 2006 31

The next lesson. . . 9. Communicate the results (privately) to the students. 10. Introduce the Success Formula Test-Taking Strategy + Effort = Success!! University of Kansas Center for Research on Learning 2006 32

Then ØFill out the management chart Review ØWhat to require for mastery ØWhere to go from here University of Kansas Center for Research on Learning 2006 33

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DESCRIBE Stage 2

STAGE 2: DESCRIBE What your goals are 1. Detail the nature of the strategy 2. Explain the benefits as well as costs of learning the strategy 3. Set goals with respect to how long to take to learn the strategy University of Kansas Center for Research on Learning 2006 36

Specifically, your goals are. . . ØProvide rationale for learning the strategy--WHY ØReview situations where they might use the strategy-WHERE ØDescribe the results the students can expect--WHAT ØDescribe the steps of the strategy--HOW University of Kansas Center for Research on Learning 2006 37

What you need. . . ØOne copy of Cue Cards #1 -9 (pp. 102 -110) ØStudent folders ØNote paper for students ØLarge calendar ØTest Taking Pretest ØManagement Chart University of Kansas Center for Research on Learning 2006

How to prepare. . . ØFamiliarize yourself with the lesson. ØAllow 75 -100 minutes to complete the lesson. Challenge Question How many days will it take to complete this lesson? University of Kansas Center for Research on Learning 2006 39

What to do University of Kansas Center for Research on Learning 2006 40

1. Provide an advance organizer a. Review previous lesson You have each taken a test to evaluate your test-taking skills, and you have set a goal to learn a strategy to improve those skills. b. State the purpose of the lesson Today you will begin learning a strategy that will help you improve the way you take tests. It is called the Test. Taking Strategy. At least most and probably all of you will be able to use this strategy in 4 -5 weeks. University of Kansas Center for Research on Learning 2006 41

c. Define “strategy STRATEGY Is A plan or method for solving a problem or completing a task

d. Describe the Test-Taking Strategy The Test Taking Strategy will help you • Answer questions carefully • Avoid careless mistakes • Make the best possible guess when you don’t know the answer Test-Wise University of Kansas Center for Research on Learning 2006 43

e. Describe the “Study plus Test-Taking” equation Study Strategies + Test-Taking Strategy = (Knowledge) (test-wiseness) Good Grades!!! f. State your expectations As we discuss the Test-Taking Strategy, you will need to take listen, answer my questions, and take notes. When you hear more about this strategy, I’m sure you will see how it can help you. University of Kansas Center for Research on Learning 2006 44

2. Discuss Rationales ØGet in control of your grades ØDo well on tests ØShow what you are learning ØGo to college ØGet a good job University of Kansas Center for Research on Learning 2006 45

3. Where Can You Use the Test Taking Strategy University of Kansas Center for Research on Learning 2006 46

4. Results you can expect Before Instruction Test Scores After Instruction 65% 75% University of Kansas Center for Research on Learning 2006 47

5. Provide an advance organizer for a description of the steps Now that you’ve set your goals, let’s go over the steps of the Test-Taking Strategy. University of Kansas Center for Research on Learning 2006 48

Time for Lunch University of Kansas Center for Research on Learning 2006 49

MODEL Stage 3

STAGE 3: MODEL What your goals are 1. Demonstrate the Test-Taking Strategy in its entirety while “thinking aloud” so students can witness the cognitive processes involved. 2. Involve students in the demonstration to check their understanding of the cognitive processes involved. University of Kansas Center for Research on Learning 2006 51

You will need. . . ØLarge writing surface and writing implement ØOverhead transparency or paper copy of the Pretest ØCue Cards #1 -9 ØStudent folders ØManagement Chart University of Kansas Center for Research on Learning 2006 52

How to prepare. . . ØGather needed materials. ØReview the Pretest and the instructions below. ØPractice using the strategy. How much time do you allow? University of Kansas Center for Research on Learning 2006 53

What to do University of Kansas Center for Research on Learning 2006 54

1. Review the Strategy • Name the word for the strategy (PIRATES) and the mnemonic sentence for the strategy (When you RUN and PASS, you’ll score more points and ACE the test. ); • Name the steps of the strategy and the substeps for Steps 1 and 2; • Name the ACE guessing technique; • Name the absolute and nonabsolute words; • Name some of the situations in which students will be able to use the strategy; and • Explain how the strategy can help students. University of Kansas Center for Research on Learning 2006 55

2. • • Give an advance organizer Review the purpose of the previous lesson State the purpose of this lesson Specify your expectations Solicit and answer questions University of Kansas Center for Research on Learning 2006 56

3. Display the first page of the Pretest 4. Model PIRATES University of Kansas Center for Research on Learning 2006 57

5. Give a Post-Organizer 6. Solicit and answer questions 7. Record the completion date for Stage 3. 58

VERBAL PRACTICE Stage 4

VERBAL PRACTICE What your goals are 1. Ensure that students memorize the Test. Taking Strategy steps to a criterion of 100% performance. 2. Ensure that each student understands the concepts and processes involved in using the Test-Taking Strategy. University of Kansas Center for Research on Learning 2006 60

What you will need ØLarge writing surface and writing implement ØOverhead transparency of Cue Cards 1, 2, 3, and 8 and an overhead projector ØStudent folders ØTest-Taking Verbal Practice Checklist (one per student) ØManagement Chart University of Kansas Center for Research on Learning 2006 61

How to Prepare ØCheck your supply of Test-Taking Verbal Practice Checklists ØGather other materials listed ØRead the instructions for the lesson ØWrite the verbal practice requirements on the board How much time to allow Ø 30 -50 minutes University of Kansas Center for Research on Learning 2006 62

What to do TTYN and alternate teaching various parts of the lesson. The partner not teaching will be the class. Use the verbal rehearsal checklist to evaluate your fluency with naming the PIRATES steps and RUN, PASS, and ACE. You have 20 minutes. University of Kansas Center for Research on Learning 2006 63

Student’s Name: ___________________ Test-Taking Strategy Verbal Practice Checklist Attempts Explaining Strategy In Own Words 1 ____ 2 ____ 3 ____ 4 ____ 5 ____ 6 ____ Naming Strategy Steps Prepare to succeed Inspect the instructions Read, remember, reduce Answer or Abandon Turn back Estimate Survey ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ Naming Substeps Put name and PIRATES on the test Allot time and order Say affirmations Start within 2 minutes Read Underline “what” & “where” Note special requirements ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ Naming “ACE” Guessing Techniques Avoid absolutes ____ Choose the longest choice ____ Eliminate similar choices ____ ____ ____ ____ Questions 1. _________ 2. _________ 3. _________ ____ ____ ____ ____ ____% ____ ____ ____% ____ Total Percentage Correct Date University of Kansas Center for Research on Learning 2006 64

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SCORING pp. 89 -91

What your goal is ØTo learn how to apply the scoring rubric to the pretest and controlled practice tests (Stage 6) University of Kansas Center for Research on Learning 2006 67

What you will need ØYour pre-test ØScore sheet ØGrading rubric on page 89 -91 ØExample Test-Taking Score Sheet p. 96 ØAnswer key p. 146 ØPercentage Table for test taking score sheet p. 153 All of these materials are listed under “What you need” p. 12 for Stage 1: Pretest and Make Commitments. To save yourself some time later add “Percentage Table for test taking score sheet p. 153” to the list in your book. University of Kansas Center for Research on Learning 2006 68

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How to prepare ØRead through the entire scoring rubric referring to the score sheet when necessary. Make a tab for that page. ØReview the Example Test-Taking Score Sheet p. 96. Make a tab for the page. How much time • 45 minutes University of Kansas Center for Research on Learning 2006 73

What to do ØUse the answer key to score your Pretest. Make a tab for the page. ØUse the Percentage Table for test taking score sheet. Make a tab for the page. ØGive feedback to your partner on your pretest results using the instructions provided on p. 13 starting at step 9. You do not have to fill out the management chart. University of Kansas Center for Research on Learning 2006 74

CONTROLL ED PRACTICE A ND FEEDBACK Stage 5

CONTROLLED PRACTICE AND FEEDBACK What your goals are 1. Ensure that students master the use of the Test-Taking Strategy controlled materials 2. Build students’ confidence as strategic learners. University of Kansas Center for Research on Learning 2006 76

What you will need ØControlled Practice Tests 1 -6 ØControlled Practice Answer Keys ØTest-Taking Score Sheet (one per student 0 ØEvaluation Guidelines Ø 6 folders (for supplies of score sheets) ØTimer ØStudent folders ØPencils ØAssignment Sheet (one per student) ØManagement Chart University of Kansas Center for Research on Learning 2006 77

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How to prepare ØCheck your supply of Controlled Practice Tests and Score Sheets ØGather the materials you will need ØPlan assignments—this is where students will begin to work at different paces. Look at the Progress Chart and Assignment sheet to see which test the student took last time. University of Kansas Center for Research on Learning 2006 79

How much time to allow Ø 25 minutes for the test itself plus • time to introduce the activity (Advance Organizer), • Review the Strategy if needed • Score the results and give feedback as students complete the test. University of Kansas Center for Research on Learning 2006 80

ADVANCED PRACTICE A ND FEEDBACK Stage 6

ADVANCED PRACTICE AND FEEDBACK What your goal is ØEnsure that students master using the Test. Taking Strategy on tests in their general education classes. University of Kansas Center for Research on Learning 2006 82

What you need ØGrade appropriate tests ØScore Sheets for Advanced Practice and Activation Tests ØEvaluation Guidelines ØTimer ØStudent folders ØPencils ØManagement Chart University of Kansas Center for Research on Learning 2006 83

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How to prepare ØObtain grade appropriate tests. ØGather the other materials listed. ØFamiliarize yourself with the lesson requirements. ØInform the student about your plan. University of Kansas Center for Research on Learning 2006 85

How much time to allow ØThe amount of time the general education teacher allows for the test itself plus • Time to introduce the activity (Advance Organizer), • Review PIRATES if needed • Score the results and give feedback as students complete the test. 86

POSTTEST A ND MAKE COMMITME NTS Stage 7

POSTTEST AND MAKE COMMITTMENTS What your goals are 1. Obtain a final measure of the student’s “testwiseness” or test-taking skills 2. Celebrate progress 3. Obtain commitment to learn to use the Test-Taking Strategy in a variety of situations and circumstances 4. Give students your commitment to facilitate their generalization of the strategy University of Kansas Center for Research on Learning 2006 88

CHECK üYour goals üWhat you need üHow to prepare üHow much time to allow University of Kansas Center for Research on Learning 2006 89

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GENERALIZ ATION PHASE 1 ORIENTATI ON Stage 8

What your goals are ØMake students aware of the necessity of applying the Test-Taking Strategy in a purposeful manner to meet relevant setting demands. ØMake students aware of situations and circumstance sin which the Test-Taking Strategy can be used. ØEnsure the students prepare Cue Cards and Affirmation Cards. University of Kansas Center for Research on Learning 2006 92

Check ⇛What you need ⇛How to prepare ⇛How much time to allow ⇛What to do University of Kansas Center for Research on Learning 2006 93

Outcomes ØAt the end of the lesson, each student should have • A list of classes in which he or she can use PIRATES • A cue card with PIRATES and ACE on it for each of the classes in which they take tests • 4 affirmation cards inserted into their notebooks • Prepare a list of upcoming tests to give to you at the next class meeting University of Kansas Center for Research on Learning 2006 94

GENERALIZ ATION PHASE II ACTIVATIO N Stage 8

What your goal is ØEnsure that the students use PIRATES in a variety of settings and circumstances University of Kansas Center for Research on Learning 2006 96

Check ⇛What you need ⇛How to prepare ⇛How much time to allow ⇛What to do University of Kansas Center for Research on Learning 2006 97

Report of Strategy Use Name Date Subject/Class University of Kansas Center for Research on Learning 2006 98

What is needed for mastery? University of Kansas Center for Research on Learning 2006 99

GENERALIZ ATION PHASE III ADAPTATIO N Stage 8

Your goals are ØEnsure that students are aware of the cognitive strategies imbedded in PIRATES ØEnsure that they students become aware of situations and circumstances to which parts of PIRATES can be adapted for use ØGive students practice in adapting PIRATES ØBuild confidence as generalized strategy users University of Kansas Center for Research on Learning 2006 101

Check ⇛What you need ⇛How to prepare ⇛How much time to allow ⇛What to do University of Kansas Center for Research on Learning 2006 102

Report of Strategy Use Name Date Subject/Class University of Kansas Center for Research on Learning 2006 103

What is needed for mastery? University of Kansas Center for Research on Learning 2006 104

GENERALIZ ATION PHASE IV MAINTENA NCE Stage 8

What your goals are ØEnsure that students don’t forget the steps of the Test. Taking Strategy. ØEnsure that students continue to use PIRATES correctly over time. University of Kansas Center for Research on Learning 2006 106

Check ⇛What you need ⇛How to prepare ⇛How much time to allow ⇛What to do ⇛What to require for mastery University of Kansas Center for Research on Learning 2006 107

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CUE CARDS Appendix B

The Steps of the Test-Taking Strategy Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Step 7: Prepare to succeed Inspect the instructions Read, remember, reduce Answer or abandon Turn back Estimate Survey University of Kansas Center for Research on Learning 2006 110

Step 1: Prepare to Succeed Put your name and PIRATES on the test. Allot time and order to sections. Say affirmations. Start within 2 minutes. University of Kansas Center for Research on Learning 2006 111

Step 2: Inspect the Instructions Read instructions carefully. Underline what to do and where to respond. Notice special requirements. University of Kansas Center for Research on Learning 2006 112

Underline What to do and Where to Respond Circle the letter next to the most appropriate choice. Write “T” in front of statements that are true. Write “F” in front of statements that are false. Make a “+” in front of statements that are true. Make a “” in front of statements that are false. University of Kansas Center for Research on Learning 2006 113

Step 3: Read, Remember, Reduce Read the whole question. Remember what you studied. Reduce the choices. University of Kansas Center for Research on Learning 2006 114

Step 4: Answer or Abandon Answer the question. Abandon the question for the moment. University of Kansas Center for Research on Learning 2006 115

Absolute Words All Always Every No None Never Only University of Kansas Center for Research on Learning 2006 116

Non-Absolute Words Few Some Seldom Sometimes Most Many Often Usually University of Kansas Center for Research on Learning 2006 117

Step 6: Estimate Avoid absolutes. Choose the longest or most detailed choice. Eliminate similar choices. University of Kansas Center for Research on Learning 2006 118

Step 7: Survey to ensure all questions are answered. Switch an answer only if you’re sure. University of Kansas Center for Research on Learning 2006 119

Test-Taking Strategy Affirmations I look for ways to use the Test-Taking Strategy every day. I believe that when I use the Test-Taking Strategy, I will be successful. I believe that use of the Test-Taking Strategy will help me achieve my goal: I look forward to taking tests and using the Test-Taking Strategy. University of Kansas Center for Research on Learning 2006 120

Test-Taking Strategy Affirmations I enjoy using “PIRATES” and showing what I know on tests. I work through tests easily using “PIRATES. ” When I use the “REMEMBER” step of “PIRATES, ” answers come to me quickly. I am a successful test-taker when I use “PIRATES. ” University of Kansas Center for Research on Learning 2006 121