Test-Taking

Essential test-taking advice

Try out these strategies while you’re still in high school, by the time you get to college, you’ll be a test-taking expert

Before the test

• Eat well.

Studies show that you need good nutrition to concentrate and perform you best.

• Bring the right supplies.

Bring your pencils, erasers, pens rulers, compasses, calculators or whatever else you need on the test day.

• Review the whole test before you start

See how many sections and what types of questions are on the test. Determine how much time to allow for completing each section.

Jot down your first thoughts.

During your first scan of the test, make quick notes about your thoughts for example you may want to outline your answers to written-response and essay questions right away.

• During the test read directions

It’s important that you follow the instructions exactly. For example, some questions may have more than one correct answer.

• Answer easy questions first.

Doing this can jog you memory about useful facts. You may also come across information than can help you with other questions.

• Answer every question

Unless there is a penalty for wrong answers, try to answer every question; you may be able to get partial credit for those you begin but don’t complete correctly.

• Ask Questions.

If a question isn’t clear, talk to your teacher. If that’s not possible, explain your answer in the margin.

• Identify key words.

This helps you focus on the main idea of challenging questions.

• Write neatly.

Be sure you don’t lose points on answers the teacher can’t read.

Use all the time given. If you finish proofread your answers then leave.

the Costa Concordia is about a boat that sinked . the captain of the ship choose the wrong and left the people and left them to die. he violated the companies rule and was on house arrest and went to jail.

The “C” Student Average Student Part 2

CURIOSITY:”C” students seldom explore topics deeper than their face value. They lack vision and bypass interconnectedness of concepts. Immediate relevancy is often their singular test for involvement.

3. RETENTION:”C” students retain less information and for shorter periods. Less effort seems to go toward organizing and associating learned information with previously acquired knowledge. They display short-term retention by relying on cramming sessions that focus on details, not concepts.

4. ATTITUDE: “C” students are not visibly committed to class. They participate without enthusiasm. Their body language often expresses boredom.

5. TALENT:”C” students vary enormously in talent. Some have exceptional ability but show undeniable signs of poor self-management or bad attitudes. Other is diligent but simply average in academic ability.

The “C” Student an Average Student Part 1

Source; the Teaching Professor. Paraphrased from John H. Williams, Clarifying Grade Expectations, August/September, 1993 and Paul Solomon and Annette Nellon, Communicating About the Behavioral Dimensions of Grades, February, 1996.

 

 

1.   ATTENDENCE: “C” students are often late and miss class frequently. They put other priorities ahead of academic work. In some cases, their health or constant fatigue renders them physically unable to keep up with the demands of high-level performance. They think it is ‘cool’ to be tardy because it makes them think they are big shots. Skipping class is another downfall for the “C” and failing students.

 

 

2.     PREPARATION:”C” students may prepare their assignment consistently, but often in a perfunctory manner. Their work may be sloppy or careless. At times, it is incomplete or late. They postpone doing home assignments in order to text friends, visit friends on Facebook, or send tweets to some of their followers. They take shortcuts to complete academic work. They are short-sighted because they can’t see the long range destruction of taking shortcuts. It never pays off.

 Student Success Statement

“When I do good, I feel good. When I do bad, I feel bad. “

-Abraham Lincoln

What I think It means is that when you do something good you feel not guilty or anything but it feels good to the person. But when you do something bad like you feel so guilty and feel like the worst person on earth .

“A” student Profiles Part 2

Sources: the teachings professor. Paraphrase from john H. Williams. Clarifying Grade Expectations, August/September,1993, and Paul Solomon and Annette Nellon Communicating About the Behavioral Dimensions of Grades, February, 1996.

5. ATTITUDE: “A” students have a winning attitude. They have both the determination and the self-discipline necessary for success. They show initiative. They do things they have not been told to do.

6. TALENT: “A” students demonstrate a special talent. It may be exceptional intelligence and insight. It might may be unusual creativity, organization skills, commitment-or a some combination. These gifts are evident to the teacher and usually to the other student as well.

7. EFFORT: “A” student matches their effort to demands of an assignment.

8. COMMUNICATION: “A” student place a high priority on writing and speaking in a manner that conveys clarity and thoughtful organization. Attention is paid to conciseness and completeness.

9. RESULTS: “A” students make high grades on tests- usually the highest in the class. Their effort work is a pleasure to grade.

CHOOSE THE RIGHT!!!!!!!!!!!!

“A” Student Profiles Part 1

Source: The teaching Professor. Paraphrase from John H. Williams, Clarifying Grade Expectations August/September, 1993 and Paul Solomon and Annette Nellon, Communicating About the Behavioral Dimensions of Grades, February, 1996.

Successful student can be distinguished from the average student by their attitudes and behaviors. Below are some profiles that typically distinguish between an “A” student and a student.

Where do you fit in this scheme?

The “A” Student – An Outstanding Student

1.       ATTENDANCE: “A” students have virtually perfect attendance. Their commitment to the class is a high priority and exceeds other temptations.

2.       PREPARATION: “A” students are prepared for class. They always read the assignment .Their attention to detail is such that they occasionally can elaborate on class examples.

3.       CURIOSITY: “A” students demonstrate interest in the class and the subject. They look up or dig out what they don’t understand. They often ask interesting questions or make thoughtful comments.

4.       RETENTION: “A” students have retentive minds and practice making retentive connections. They are able to connect past learning with the present. They bring a background of knowledge with them to their classes. They focus on learning concepts rather than memorizing details.

Choose the right!!!