Study and Test-Taking Skills

EJ528609 SP525266 Help Your Students Beat the Testing Game. Hoyos, Gloria Instructor, v105 n5 p60-62,64-65 Jan-Feb 1996 ISSN: 1049-5851 Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080) Target Audience: Teachers; Practitioners Presents strategies to help elementary students be more confident and prepared and score higher on standardized tests. The strategies involve briefly reviewing sample tests to familiarize students with common test formats, then focusing on strategies built into their reading, writing, math, science, and social studies plans. (SM) Descriptors: Elementary Education; Elementary School Students; Elementary School Teachers; Mathematics Skills; Reading Skills; Science Process Skills; Social Studies; *Standardized Tests; *Student Evaluation; *Test Wiseness; Writing Skills Identifiers: *Test Readiness ED395305 CS012478 Better Study Skills for Better Grades and Real Learning. ICPAC Information Series. Revised. 1996 25p.; Printed on yellow paper. EDRS Price - MF01/PC01 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students Adapted from a variety of sources, this booklet offers students tips about improving their study skills so that they can earn better grades and make the most of their talents. Topics discussed in the booklet are why students should work to improve their study skills; listening in the classroom; getting the most from textbooks; note taking; the Cornell note-taking system; how to write well; improving math study skills; how to do well on essay tests; how to do well on objective tests; test anxiety; more tips on studying; time management; using the library; and improving memory. (RS) Descriptors: *Learning Strategies; Library Skills; Listening Skills; Mathematics Skills; Memory; Notetaking; Secondary Education; *Study Skills; Test Anxiety; *Test Wiseness; Time Management; Writing Skills ED380631 CE068557 Successful Study Habits. Teacher Edition. Life Skills Series. 1995 191p.; For a related document, see CE 068 556. Available From: Curriculum and Instructional Materials Center, Oklahoma Dept. of Vocational and Technical Education, 1500 West Seventh Avenue, Stillwater, OK 74074 (teacher edition, order no. BS2007: $70; student edition, BS3007: $3). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: TEACHING GUIDE (052) Target Audience: Teachers; Practitioners This curriculum guide for a unit on study skills teaches students to become more self-sufficient in their personal and professional lives. The module is designed to help students manage their time more effectively, freeing up more time for studying. The guide contains three units: time management, effective learning techniques, and effective test taking. Each of the instructional units in the contains some or all of the basic components of a unit of instruction: objective sheets, information sheets, supplements, transparency masters, job sheets, performance objectives, suggested activities for the instructor, handouts, written tests, and answers to assignment sheets and written tests. The units of instruction are designed for use in more than one class period of instruction. An instructional supplement includes information on basic skills activities in the unit. (KC) Descriptors: Course Content; Learning Activities; Learning Strategies; Secondary Education; *Self Care Skills; State Curriculum Guides; *Study Skills; Teaching Methods; *Test Wiseness; Time Management; Vocational Education ED374284 CE067222 Study Skills. Test Taking. Atkinson, Rhonda; And Others 31 Dec 1993 46p.; For documents related to this project, see CE 067 219-251. EDRS Price - MF01/PC02 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students Developed as part of the ABCs of Construction National Workplace Literacy Project, this instructional module contains materials designed to help students develop study and test-taking skills. Presented first are 10 strategies for preparing for tests. Discussed next are test-taking strategies and the importance of self-talk in successful test taking. Procedures to follow after completing a test are outlined. Strategies for taking objective tests are discussed in a separate section. Also included in the module are an analysis sheet for determining weaknesses in test preparation and guidelines and worksheets for use in arranging study time and work time. (MN) Descriptors: Adult Basic Education; Behavioral Objectives; Learning Activities; Learning Modules; *Literacy Education; *Study Skills; *Test Wiseness; Trade and Industrial Education Identifiers: *ABCs of Construction Project; Workplace Literacy ED359161 SP034599 Developmental Studies: The Study Skill Competency Program Course for Grades 7 through 12. Wilson, Sally J. S. 1993 57p.; For an earlier document, see ED 347 145. Available From: Sally J. S. Wilson, 45 Pitt St., Charleston, SC 29401 ($15; $10 each for 25 or more). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: INSTRUCTIONAL MATERIAL (051); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners "The Study Skill Competency Program of the Tri-County Master Tutors Network of South Carolina" (ED 347 145) was designed to equip students with study skills that will improve the quality of their academic work. That document, originally written for use by professional educators within a private tutoring environment, has been tailored for use in grades 7-12 heterogeneous classrooms with students in need of specific and strategic learning ability instruction. This guide contains such materials as a historical background of contemporary directions, general course and section outlines, instructional probe guides, evaluative quizzes, and an index of overhead projection supplements. (LL) Descriptors: Classroom Environment; *Cognitive Style; Course Descriptions; Heterogeneous Grouping; Listening Skills; Memorization; Notetaking; Questionnaires; Reading Skills; Research Skills; Secondary Education; Secondary School Students; *Student Behavior; *Study Guides; *Study Habits; *Study Skills; *Test Wiseness; Time Management; Writing Skills ED367932 CG025309 School Success: The Inside Story. Kline, Peter; Martel, Laurence D. 1992 131p. ISBN: 1-879955-06-2 Available From: Great Ocean Publishers, Inc., 1823 N. Lincoln St., Arlington, VA 22207 ($14.95). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This workbook was written to help students learn better, study better, and do better in school. Chapter 1 provides an overview of the book. Chapter 2 focuses on five basic skills that can help readers become super students: goal setting, putting things in the right order, asking questions, finding out how you're doing, and discovering patterns. Chapter 3 concentrates on the first of the five basic skills, goal setting. Chapter 4 talks about how to reach the goals that have been set by using a flow chart and prioritizing daily activities. Chapter 5 explores the concept of feedback and chapter 6 focuses on questions and how to ask them. Chapter 7 considers test-taking and describes many different kinds of patterns that can be helpful in test-taking: determining the main points of structure, distinguishing between content and process, building the vocabulary needed to understand the subject, core concepts, comparing and contrasting, getting into the subject, and overlearning. Chapter 8 presents memory techniques to help readers develop a super memory. Chapter 9 explains differences between the left and the right brain, and how they can work together better. Chapter 10 helps readers figure out their own personal learning style, chapter 11 explains how to turn failures into successes, and chapter 12 focuses on time and time management. The final chapter looks at the important role dreams can play in one's life. (NB) Descriptors: *Academic Achievement; *Cognitive Style; Elementary Secondary Education; Memory; *Study Skills; Success; *Test Wiseness ED356372 CE063457 The Survivor's Guide to Learning. An Instructional Television Series Presented on South Carolina ETV. 1992 154p. Available From: Program Sales, ACCESS Network, 295 Midpark Way, S.E., Calgary, Alberta T2X 2A8, Canada (five video programs with student study guides). EDRS Price - MF01/PC07 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This guide contains student self-study materials for five instructional television programs designed to assist adult students in developing their abilities to study and learn. The guide covers five theme areas: the power of questioning; time management; reading, note-taking, and recall; concentration; and preparation for examinations. The student study guide expands on the information presented in the corresponding television programs (available on videocassette) and provides a series of self-help exercises for student practice. (KC) Descriptors: Adult Education; *Adult Students; Distance Education; Educational Television; Information Seeking; Instructional Materials; Learning Strategies; Notetaking; Postsecondary Education; *Questioning Techniques; Recall (Psychology); *Study Skills; *Test Wiseness; *Time Management ED343092 CS010866 Smart Learning: A Study Skills Guide for Teens. Christen, William; Murphy, Thomas 1992 123p. ISBN: 0-9628556-5-0 Available From: Grayson Bernard Publishers, P.O. Box 5247, Dept. B, Bloomington, IN 47407 ($10.95 plus $2.00 shipping and handling). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: INSTRUCTIONAL MATERIAL (051); BOOK (010) Target Audience: Students This book is designed to help teenagers make the most of their study time and learn how to take good notes, how to plan writing projects, and how to prepare for tests. Chapters in the book are: What It Takes; Active Learning; Writing; PREPsteps; Take Note; Making Time for Time; The Real Test; and Going for the Gold. (RS) Descriptors: Adolescents; Learning Activities; *Learning Strategies; *Notetaking; Secondary Education; *Secondary School Students; Study Habits; *Study Skills; *Test Wiseness; *Writing (Composition) ED335377 TM016987 Tackling That Test: Everything You Wanted To Know about Taking Tests and Exams. Withers, Graeme 1991 136p. ISBN: 0-86431-072-2 Available From: Australian Council for Educational Research, P.O. Box 210, Hawthorn, Victoria 3122, Australia ($15.95 plus freight/handling charges). Document Not Available from EDRS. Document Type: BOOK (010); NON-CLASSROOM MATERIAL (055); INSTRUCTIONAL MATERIAL (051) Target Audience: Students; Parents This book is directed toward all persons taking tests and examinations at school, for a new job, for college or university entrance, or for promotion. Topics discussed include: things students should ask themselves before taking a test, the difference between tests and examinations, ways of feeling good about a test or examination, tactics and strategies for use before and during the test session, multiple-choice tests and questions, tests of student writing ability, other formats for tests and examinations, and conclusions for students and parents after test administration. A test is defined as a collection of tasks, usually in the form of questions to be answered, on which student demonstrate their abilities, knowledge, or skills. An examination is defined as a specific type of test, relating to a particular course and held at the end of that course, for which students can study or become prepared. The book focuses on increasing student self-esteem and confidence particularly in regard to test-taking in relatively new or unknown situations, and emphasizes taking, rather than passing, tests and examinations. This book is also designed to be useful to parents in supporting their children before they take tests and examinations. An appendix provides instructions for students taking three different tests, and a glossary is included. (RLC) Descriptors: Achievement Tests; Books; College Entrance Examinations; *Guidelines; Multiple Choice Tests; Occupational Tests; *Parent Role; Standardized Tests; Student Evaluation; *Student Role; Test Coaching; *Test Wiseness ED339021 CS010762 Study Smart Ready-To-Use Reading/Study Skills Activities for Grades 5-12. Abbamont, Gary W.; Brescher, Antoinette 1990 242p. ISBN: 0-87628-872-7 Available From: Simon and Schuster, Mail Order Customer Service, Route 59 at Brook Hill Dr., West Nyack, NY 10994 ($29.95 plus postage/handling). Document Not Available from EDRS. Document Type: BOOK (010); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners This book provides 150 reproducible worksheet activities which teachers can use to help students in grades 5-12 develop reading and study skills. The book's classroom tested activities are organized into four sections. The four units, Developing Reading Skills, Developing Study Skills, Locating Information Skills, and Presenting Information through Graphic Aids contain activities that help teach diverse strategies for learning. Some skills covered in the book are recognizing organization, adjusting reading rate, reading graphic aids, and developing vocabulary (unit 1); following oral and written directions, taking notes, studying and taking tests, and doing homework (unit 2); using the parts of a textbook, using the library, and reading to survive (unit 3); and creating pictures, diagrams and posters, tables and graphs, and maps and models (unit 4). (PRA) Descriptors: *Class Activities; *Instructional Materials; Intermediate Grades; Learning Strategies; *Library Skills; Reading Comprehension; *Reading Instruction; Reading Skills; Secondary Education; *Study Skills; *Test Wiseness; Visual Aids ED320126 CS010123 Tools for Learning: A Guide to Teaching Study Skills. Gall, M. D.; And Others 1990 218p. Available From: Association for Supervision and Curriculum Development, Alexandria, VA ($13.95). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: BOOK (010); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners This book makes the case for providing study skills instruction at the elementary and secondary school levels and identifies important study skills and how to teach them. Chapters include: (1) "The Case for Study Skills Instruction"; (2) "Theory and Research"; (3) "Planning for Study Skills Instruction"; (4) "Self-Management"; (5) "Listening, Participating, and Taking Notes in Class"; (6) "Completing Reading Assignments"; (7) "Writing School Papers"; and (8) "Taking Tests." (SG) Descriptors: Class Activities; Educational Research; Educational Theories; Elementary School Curriculum; Elementary Secondary Education; *Listening; *Notetaking; Secondary School Curriculum; Skill Development; Student Participation; *Study Skills; *Teaching Guides; Teaching Methods; *Test Wiseness; *Writing Instruction Identifiers: *Learning Assistance EJ395666 RC507506 Facing the Reality of Achievement Tests. McLellan, Jim; Craig, Cheryl Education Canada, v29 n2 p36-40 Sum 1989 Document Type: JOURNAL ARTICLE (080) Target Audience: Teachers; Practitioners Outlines the benefits of test taking skills, especially for low ability and disadvantaged students, and suggests that achievement tests provide valid assessments only of students with the requisite test taking skills. Offers 13 strategies for teachers to prepare students for testing. Contains 19 references. (SV) Descriptors: *Achievement Tests; Disadvantaged; Elementary Secondary Education; *Test Coaching; *Test Wiseness EJ389575 SE544366 Fear and Trembling in the Examination Hour. Strauss, Michael J.; Clarke, John H. Journal of College Science Teaching, v18 n4 p233-35 Feb 1989 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Target Audience: Teachers; Practitioners Explains the effects of examination fear and anxiety on student performance. Cites ways instructors can intervene to help alleviate the problem and better promote learning. (RT) Descriptors: Anxiety; *College Science; *Instructional Improvement; *Problem Solving; Science Instruction; Sciences; Science Teachers; Teaching Methods; *Test Anxiety; *Test Wiseness; *Undergraduate Students ED309735 IR013841 Academic Skills Mini-Module Tools for Achieving Success at NSU. Series I: The Role of the Student in Drop Out Intervention. Demery, Marie 7 Mar 1989 22p. EDRS Price - MF01/PC01 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This Academic Skills Mini-Module is one of the first documented efforts designed for encouraging students to prevent themselves from dropping out of college. It is also a reflection of research findings which maintain that any methods used to help students to improve their academic performance will also minimize attrition rates. Academic performance is a major factor in college attrition, irrespective of sex and racial origin. For that reason, the Academic Skills Mini-Module has been designed to be used as a workshop, an independent study, and a reference. It consists of 10 components providing information or self-assessment exercises: (1) academic skills; (2) goal-setting; (3) time management; (4) note-taking; (5) SQ3R Study Method (for reading assignments--Survey, Question, Read, Recite, Review); (6) test-taking; (7) summary and self-assessment; (8) dropout prevention checklist; (9) academic skills workshop evaluation/feedback form; and (10) bibliography. The results of a series of tryouts indicate that this mini-module, although created initially for college students, can be modified and used on all educational levels. (GL) Descriptors: *Dropout Prevention; Dropout Research; Elementary Secondary Education; Higher Education; *Notetaking; *Student Attrition; *Study Skills; *Test Wiseness; *Time Management Identifiers: *Goal Setting; Northwestern State University LA; SQ3R Study Formula ED303576 CE051505 Successful Study Habits. Successful Living Skills. 1988 164p.; For related documents, see CE 051 500-506. Available From: Curriculum and Instructional Materials Center, Oklahoma Department of Vocational and Technical Education, 1500 West Seventh Avenue, Stillwater, OK 74074-4364 (Order No. BS1007--$20.00). EDRS Price - MF01/PC07 Plus Postage. Document Type: TEACHING GUIDE (052) Target Audience: Teachers; Practitioners This module on successful study habits is one of a series of modules designed to help teach students to become more self- sufficient in their personal and professional lives. This module contains teacher and student materials that are planned to allow students to identify areas that they need to improve in order to perform their best in school and still have time to spend doing other activities. Three units cover the following topics: (1) time management; (2) developing effective learning techniques; and (3) effective test taking. Each instructional unit follows a standard format that includes some or all of these eight basic components: performance objectives, suggested activities for the instructor, information sheets, assignment sheets, job sheets, transparency masters, tests, and answers to tests and assignment sheets. All of the unit components focus on measurable and observable learning outcomes, and are designed for use for more than one lesson or class period. (KC) Descriptors: Basic Skills; Classroom Techniques; Course Content; *Daily Living Skills; Learning Activities; Learning Modules; Learning Strategies; Lesson Plans; Postsecondary Education; Secondary Education; *Skill Development; State Curriculum Guides; Study Habits; *Study Skills; Teaching Methods; Test Items; *Test Wiseness; *Time Management; Units of Study Identifiers: Oklahoma EJ348370 SP516518 Make Your Students Test Savvy. Kroen, William Instructor, v96 n7 p66 Mar 1987 Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Teachers; Practitioners Among suggestions for teachers who wish to prepare their students for testing are: help students better understand test directions and format; caution students not to speed through "easy" questions to save time for "harder" ones; and schedule extra time to practice on similar tests. (CB) Descriptors: Elementary Education; *Test Coaching; *Test Wiseness ED289508 IR012975 Some Hints on How To Study Effectively. Teaching and Learning in Higher Education, 25. Ellington, Henry 1987 23p. EDRS Price - MF01/PC01 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students Designed to help students develop efficient and effective study skills, the first of five sections in this booklet discusses the student role, including the overall purpose of a course of study, the student's obligations and responsibilities, ways in which a student is expected to develop, and the importance of organization. The second section looks at the actual learning process, explaining how learning occurs and how to achieve effective learning. The various resources available to students are reviewed in the third section: (1) teaching staff; (2) teaching support staff (library staff, computer specialists, technicians); (3) student services staff; (4) fellow students; (5) private learning resources (lecture notes, textbooks); (6) libraries and the materials they contain; (7) laboratories, studios, self-study centers, and other specialized facilities; and (8) computer facilities and associated software. Ways in which students can profit from these resources are also suggested. Focusing on course assignments, the fourth section shows how to prepare projects, reports, and essays in a systematic and professional manner. The final section shows how to prepare effectively for examinations and describes some test taking techniques. Four references on study methods and three on writing are recommended for further reading. (MES) Descriptors: *Assignments; *Educational Resources; Foreign Countries; Higher Education; Learning Processes; *Learning Strategies; Student Development; Student Responsibility; Student Role; Study Habits; *Study Skills; *Test Wiseness; *Writing Skills ED289060 CE049287 Test Anxiety Reduction. Curriculum Guide. Silverman, Eda; Hanna, Joyce May 1987 41p.; For related documents, see CE 049 285-286. EDRS Price - MF01/PC02 Plus Postage. Document Type: TEACHING GUIDE (052) Target Audience: Teachers; Practitioners This curriculum guide is intended to assist teachers in helping their adult and teenage students learn to cope with their test anxiety. The introduction examines some of the causes of test anxiety and its negative ramifications from the standpoint of class placement, class grades, employment opportunities, and job advancement. General guidelines for presenting the curriculum (which is designed to be incorporated into four 2-hour classes) to students are listed. Procedural outlines are provided for each of the four classes. The objectives and goals, instructional procedures, and validation methods to be used in each class are cross-referenced. The following are among the topics covered during the four classes: physical and emotional behaviors associated with test anxiety, test anxiety as a conditioned fear, additional stressors experienced by minorities and women, general sources of test anxiety, childhood messages that lead to test anxiety, personal character traits that influence self-image, the connection between self-image and behavior, the phenomenon of catastrophicizing, strategies for reversing negative messages, strategies for taking reading and math tests, the benefits of exercise to reducing test anxiety, physical relaxation, stress reduction, methods of handling success, and ways of coping with anxiety. (MN) Descriptors: Adult Basic Education; Behavioral Objectives; *Behavior Modification; *Change Strategies; Coping; High School Equivalency Programs; Learning Activities; Lesson Plans; Relaxation Training; *Stress Management; *Test Anxiety; *Test Wiseness Identifiers: 310 Project; *General Educational Development Tests ED289059 CE049286 Test Anxiety Reduction. Student Handbook. Silverman, Eda; Hanna, Joyce May 1987 17p.; For related documents, see CE 049 285-287. EDRS Price - MF01/PC01 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This handbook is intended to illustrate to students that they are not alone in their fear of tests and to help students reduce their own test anxiety. The handbook is a compilation of writings contributed by students who attended an adult basic education (ABE) program to prepare teenage and adult students to take the General Educational Development (GED) test. The poems, articles, and crossword puzzle included in the handbook reveal their authors' personal feelings about tests and explain how learning about methods to reduce test anxiety helped them to perform better in testing situations. (MN) Descriptors: Adult Basic Education; *Behavior Modification; *Change Strategies; Coping; High School Equivalency Programs; Relaxation Training; *Stress Management; Student Developed Materials; *Test Anxiety; *Test Wiseness Identifiers: 310 Project; *General Educational Development Tests ED289058 CE049285 Test Anxiety Reduction. Student Workbook. Silverman, Eda; Hanna, Joyce May 1987 28p.; For related documents, see CE 049 286-287. EDRS Price - MF01/PC02 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This student workbook is intended for use in helping teenage and adult basic education (ABE) students reduce their anxiety over tests in general and over the General Educational Development (GED) test in particular. Exercises are provided to help students analyze and understand their feelings about and while taking tests, recall the childhood messages that they received that have led to their test anxiety, analyze their strengths and weaknesses, learn about and prepare for taking a test at their designated test site, practice and learn general strategies for taking multiple-choice tests, develop individual test-taking strategies, learn basic relaxation techniques, and develop a plan to handle their test anxiety. (MN) Descriptors: Adult Basic Education; *Behavior Modification; *Change Strategies; Coping; High School Equivalency Programs; Relaxation Training; *Stress Management; *Test Anxiety; *Test Wiseness Identifiers: 310 Project; *General Educational Development Tests EJ347009 CS733741 Conversing About Study Skills. Allen, Sheilah Highway One, v9 n3 p34-41 Fall 1986 Document Type: JOURNAL ARTICLE (080); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners Suggests ways of diagnosing problems in students' study habits and offers strategies for improving study skills and test taking strategies. (SRT) Descriptors: Advance Organizers; *Content Area Reading; Diagnostic Tests; *Independent Study; Mnemonics; Peer Teaching; Secondary Education; Study Guides; *Study Skills; *Test Wiseness; Tutoring Identifiers: *SQ3R Study Formula EJ329407 CS732219 PORPE: A Writing Strategy for Studying and Learning in the Content Areas. Simpson, Michele L. Journal of Reading, v29 n5 p407-14 Feb 1986 Document Type: JOURNAL ARTICLE (080); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners Explains a five-step study strategy (PORPE) that can be used in any content area: Predicting potential essay questions to guide subsequent study; Organizing key ideas using own words; Rehearsing the key ideas; Practicing the recall of the key ideas in self- assigned writing tasks; and Evaluating the completeness, accuracy, and appropriateness of the written product. (HOD) Descriptors: Cognitive Processes; Content Area Reading; *Content Area Writing; *Essay Tests; Higher Education; *Learning Strategies; Secondary Education; *Study Skills; *Teaching Methods; *Test Wiseness; Writing Evaluation ED275728 TM860642 Teaching and Testing Solutions to the Problem of Debilitating Effects of Test Anxiety on Test Performance. Hill, Kennedy T.; Horton, Margaret W. 24 Feb 1986 17p.; Paper presented at the Annual Meeting of the Association of Teacher Educators (Atlanta, GA, February 24, 1986). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); RESEARCH REPORT (143) Target Audience: Teachers; Practitioners Educational solutions to the problem of test anxiety were explored. Test anxiety has a debilitating effect on performance which increases over the school years. The solution is, first, to measure test anxiety so that the extent of it, as well as the effectiveness of programs designed to alleviate it, can be measured. The seven-item Comfort Index, a shortened version of Sarason's Test Anxiety Scale for Children, was employed in five studies conducted to determine optimal testing conditions. Each study generally allowed more time than the standard testing condition, or more information about the difficulty level and expected performance, or both. Under optimal conditions, anxious students had similar performance as low-anxious students. A curriculum of test taking skills was developed for a number of subject areas and presented in grades 2, 3-4, and 5-6. Results showed significant gains in achievement test performance at all levels. Significant gains were noted for one-quarter to one- third of the participants, with high test-anxious students showing the most gains. The curriculum was evaluated by inservice and preservice teachers. Those who expressed an interest in test taking skills rated it as more effective and important than those with little interest or than inexperienced student teachers. (GDC) Descriptors: Academic Achievement; *Achievement Tests; Affective Measures; Curriculum Evaluation; *Educational Testing; Elementary Secondary Education; Higher Education; Inservice Teacher Education; Preservice Teacher Education; *Response Style (Tests); Scores; *Test Anxiety; *Test Coaching; *Test Wiseness Identifiers: Comfort Index; Test Anxiety Scale for Children ED274922 CG019426 Test-Taking Strategies and the Self-Sufficient Learner. Annis, Linda Ferrill 22 Aug 1986 11p.; Paper presented at the Annual Convention of the American Psychological Association (94th, Washington, DC, August 22-26, 1986). EDRS Price - MF01/PC01 Plus Postage. Document Type: TEACHING GUIDE (052); CONFERENCE PAPER (150) Target Audience: Teachers; Practitioners This paper outlines recommended test-taking strategies for the self- sufficient learner based on research in cognitive psychology. The theoretical model used is the information-processing approach involving the three essential steps of paying attention, encoding, and framing associative linkages for the new material. Preparing for examinations is presented as the first hurdle. It is suggested that students keep up with the class by reading, attending lectures, and taking notes. Two research-recommended activities that appear to be very helpful in preparing for an examination are discussed: reviewing rather than cramming, and finding out the exact kind of test to expect. Different review strategies are examined in terms of the information processing model. A four-step plan for taking a test is suggested which involves going through the test four times, with four different purposes. It is noted that test-wise learners, those who have acquired the cognitive abilities to do well on a test independent of the subjective test content, use an organized approach to taking both multiple-choice and essay tests that reduces anxiety and maximizes the chances for optimum performance. Contributions from cognitive psychology are presented which include general instructions for working through a test as well as more specific advice. Instructors are encouraged to teach the kinds of techniques and strategies discussed in this paper in order to help their students become test-wise, self-sufficient learners. (NB) Descriptors: *Cognitive Psychology; *Cognitive Style; College Students; Higher Education; *Learning Strategies; *Student Development; *Study Habits; Study Skills; *Test Wiseness EJ323674 EA519203 Help Kids Do Their Best on Tests. Huntington, Fred Executive Educator, v7 n9 p20,34 Sep 1985 Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Administrators; Practitioners Tips on improving student test scores fall into two categories: format training and environmental conditions. Environmental conditions include notifying parents of the test, emphasizing the importance of the test, and giving the test in familiar surroundings. Format training includes explaining multiple-choice options and answer sheets. (MLF) Descriptors: Administrator Role; Elementary Secondary Education; *Environmental Influences; *Scores; *Standardized Tests; Student Improvement; *Test Format; Testing Programs; *Test Wiseness EJ323673 EA519202 Take These Eight Steps to Higher Test Scores. Gifford, Charles S. Executive Educator, v7 n9 p19 Sep 1985 Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Administrators; Practitioners Administrators can improve the test scores at their schools by working with teachers so that they understand the purpose of the testing and by developing a plan for communicating with parents and the community about the testing program. (MLF) Descriptors: Administrator Guides; Elementary Secondary Education; *Scores; *Standardized Tests; *Testing Programs; *Test Wiseness EJ314393 SE537035 'I Just Can't Take Tests.' Middleton, James L. Science Teacher, v52 n2 p34-35 Feb 1985 Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Target Audience: Teachers; Practitioners Suggests teaching study and test taking skills which many students do not pick up intuitively. Includes a list of study tips and test- taking techniques which may be duplicated and distributed to students. (DH) Descriptors: Science Education; *Science Instruction; Secondary Education; Study Habits; *Study Skills; *Test Wiseness ED283864 TM870388 Testing Tune-Up...A Guide to Peak Performance. 1985 93p. EDRS Price - MF01/PC04 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051); NON-CLASSROOM MATERIAL (055) Target Audience: Students; Parents; Teachers; Administrators; Practitioners Students' test scores are influenced by their subject matter knowledge, their physical and emotional health, and their skill in the mechanics of test taking. Designed for use in the Detroit (Michigan) Public Schools, this document focuses on improving skills in the mechanics of test taking. The first section overviews strategies for administrators, test coordinators, teachers, students, and parents for before, during, and after a test. The remaining six sections, identified as levels A-F, contain handouts and practice exercises to be used, as appropriate, with students in any grade. Topics covered include: choosing answers that make sense; trying all parts of a test; and following directions. Answer keys for the practice exercises are provided at the end of each section. It is not intended that students work through the entire set of exercises at one time, rather, the exercises should be used throughout the school year in a manner that allows for review and practice. (BS) Descriptors: Administrator Role; Educational Testing; Elementary Secondary Education; *Instructional Materials; *Objective Tests; Parent Participation; Teacher Role; *Test Coaching; Test Items; *Test Wiseness ED272845 CS008500 S.T.A.R.: A Strategy for Taking Timed Tests. Redencich, Marguerite C. Forum for Reading, v17 n1 p29-34 Fall-Win 1985 1985 8p. EDRS Price - MF01/PC01 Plus Postage. Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080); TEST, QUESTIONNAIRE (160) Target Audience: Teachers; Practitioners Based on the classic test-wiseness principles of J. Millman, C. H. Bishop, and R. Ebel, the STAR strategy streamlines the taking of timed tests. Before explaining the strategy to students, the instructor can convince students of the advantages of the strategy by administering a short test to determine students' test-wiseness. The STAR strategy consists of the following steps: (1) survey the test to gauge time in terms of item difficulty and point value; (2) take time to read directions carefully; (3) answer test items as directed, answering familiar questions and marking unfamiliar ones to return to later; and (4) reread the questions and the answers, revising when necessary. (A copy of a test-wiseness test and a detailed explanation of the STAR strategy are included.) (HTH) Descriptors: Elementary Secondary Education; Essay Tests; Objective Tests; Student Evaluation; *Study Skills; Test Coaching; *Test Wiseness; *Timed Tests Identifiers: *STAR Test Taking Strategy ED255829 CG018161 Teaching Yourself: A Guide to Better Study Skills and Habits. Leverett, Rudy Aug 1984 34p. EDRS Price - MF01/PC02 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This guide was developed to help students learn how to study. Suggestions are given for when to study, where to study, what to study, and how to study. The need to understand assignments and to turn in homework assignments on time is emphasized. Use of the library is explained, and suggestions for taking and using good notes are given. Ways to prepare for tests are discussed and test-taking procedures are described. Techniques for answering essay questions are included. Critical thinking is explained and ways to evaluate information are discussed. A list of questions to help students decide how much credence to give to something they have heard or read is provided. The final section of the guide is concerned with fallacies. Different types of fallacies are illustrated to help students recognize them. The fallacies discussed are divided into two groups: fallacies of relevance, which are characterized by a lack of relevance between conclusions and the reasons given in support of those conclusions; and fallacies of ambiguity, which are characterized by vagueness or lack of precision or reference. Several examples of both types of fallacies are provided. (NRB) Descriptors: Assignments; *Critical Thinking; Elementary Secondary Education; Essay Tests; Homework; Multiple Choice Tests; *Notetaking; *Review (Reexamination); Students; Study Guides; Study Habits; *Study Skills; *Test Wiseness Identifiers: *Fallacies ED245758 JC840380 How to Lower Your Anxiety about Tests: An Edited Transcript of an Audio Tape for College Students--With an Outline and Introductory Comments. Hodges, Daniel L. [1984 33p. EDRS Price - MF01/PC02 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students; Teachers; Practitioners This guide provides an outline of the information and techniques covered on an audiotape developed to help students lower their test anxiety. First, a rationale for the development of the test anxiety materials is provided and the use of these materials at Lane Community College is discussed. Next, a detailed outline of the material is provided, dividing the tape into the following sections: (1) introduction to the problem of test anxiety, the tape, and the sources used in the development of the tape; (2) general facts about worry and anxiety; (3) how to feel safe and reduce test anxiety by, for example, imagining the worst, accepting it, and improving upon it and preparing self-talk and self-hypnotic affirmations; (4) how to lower the sense that danger is imminent; (5) how to get belief that you have enough resources to cope successfully with test questions; (6) how to form an over-riding goal and make the goal more important than escaping danger; (7) how to focus on stimulus so that you don't think of the test; (8) what to do if you try these things and you still feel anxious on the test; (9) what to do if nothing works and you are in a severe panic and cannot work at all; (10) a warning about the things that you may have to change about yourself in order to successfully lower test anxiety; and (11) parting advice about implementing the techniques and learning more. The edited transcript is presented last, providing additional detail and advice. (HB) Descriptors: Community Colleges; *Learning Strategies; *Relaxation Training; Self Help Programs; *Test Anxiety; *Test Wiseness; Two Year Colleges ED244974 TM840277 How to Prepare for and Take Examinations. Jul 1983 9p. EDRS Price - MF01/PC01 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This guide to preparing for, and taking, examinations was designed for college students. The booklet recommends a series of techniques for proper preparation. These include making a semester, or quarter, study plan; and appropriate scheduling of study time and determination of a study area. Good review techniques involve planning a systematic review, summarizing text and class notes, and reviewing material with classmates. The pre-exam hours should be well organized to allow ample rest, adequate time to arrive at testing site, and time to eat a sensible meal. The student's approach to the exam should be planned. Directions and test items should be read carefully, jotting down key words and phrases from memory. The student should begin with the easiest questions and write neatly and legibly. A review of corrected exam papers will enable a student to make each exam a learning experience. Samples of various types of test items are included. (DWH) Descriptors: *College Students; Higher Education; Scheduling; Study Guides; Study Habits; Study Skills; *Test Coaching; *Test Wiseness ED237581 TM832016 Test Taking Skills. A SORD Project. Phillips, Art Mar 1983 7p.; For related document, see TM 832 015. Available From: Jackson Education Service District, 101 North Grape, Medford, OR 97501 ($3.00 per 25 copies, plus postage). EDRS Price - MF01/PC01 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Teachers; Students This pamphlet, prepared by the Southern Oregon Research and Development Committee (SORD), offers suggestions for students and teachers for improving students' test-taking skills. Among the skills that students should possess to be prepared for taking tests are knowing the purposes of testing, having experience and practice in testing and following directions, knowing the advantages of guessing, and being prepared. Seven suggestions for students to consider prior to taking tests cover such topics as studying, diet, exercise, and comfortable dress. Included in the 14 suggestions for students to follow during tests are hints concerning directions, time management, math problems, and reading tests. Twelve guidelines are offered for deductive reasoning during tests including eliminating incorrect options, examining questions for clues to the answer, reading questions first on a reading test, and making use of patterns in the test. Information provided for teachers includes a description of the problem of students who lack test-taking skills, a definition of test wiseness, suggestions for helping students become better test takers, and suggestions for maintaining a good testing environment. (DC) Descriptors: Deduction; Elementary Secondary Education; Guidelines; Pamphlets; *Skill Development; Student Improvement; *Test Wiseness Identifiers: PF Project ED237580 TM832015 Test Taking Skills for Primary Grades. A SORD Project. Phillips, Art Mar 1983 6p.; For related document, see TM 832 016. Available From: Jackson Education Service District, 101 North Grape, Medford, OR 97501 ($3.00 per 25 copies, plus postage). EDRS Price - MF01/PC01 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Students; Teachers This pamphlet, prepared by the Southern Oregon Research and Development Committee (SORD), offers suggestions for students and teachers for improving the test-taking skills of primary school students. Seven suggestions for students to consider prior to taking tests cover such topics as studying, diet, exercise, and comfortable dress. Included in the 11 suggestions for students to follow during the test are hints concerning directions, time management, math problems, and reading tests. Information provided for teachers includes a description of the problem of students who lack test- taking skills, a definition of test wiseness, suggestions for helping students become better test takers, and suggestions for maintaining a good testing environment. (DC) Descriptors: Guidelines; Pamphlets; Primary Education; *Skill Development; Student Improvement; *Test Wiseness Identifiers: PF Project ED235200 TM830605 Test Taking Skills: Incorporating Them into the Curriculum. Phillips, Art May 1983 50p.; A project of the Southern Oregon Research and Development Committee (SORD). Available From: SORD, Jackson ESD, 101 N. Grape St., Medford, OR 97501 ($3.00). EDRS Price - MF01/PC02 Plus Postage. Document Type: TEACHING GUIDE (052) Target Audience: Administrators; Teachers; Practitioners Because test scores reflect not only a student's knowledge in a given area, but also his or her familiarity with cues present in the test, and because tests are so prevalent and important in schools, there is a great need to teach test wiseness skills. It is ethical to do so if no material from the final test is included. Certain principles and strategies of test taking which can be taught include time management, error-avoidance, guessing strategies, and deductive reasoning skills. Test wise people will look for flaws in test construction to improve their scores. Determining the relationship between subject matter and the difficulty of neighboring items can also be taught. The strategies can be applied to multiple-choice and true-false tests as well as essay tests. Test makers are aware that test taking skills are being taught and can manipulate and lure the individual taking the test to select an incorrect answer. There is no substitute, therefore, for direct knowledge. (HFG) Descriptors: Curriculum Enrichment; *Curriculum Guides; Guessing (Tests); High Schools; Response Style (Tests); *Skill Analysis; Standardized Tests; *Test Coaching; *Test Validity; *Test Wiseness ED230573 TM830258 Improving Test-Taking Skills. Summers, Jerry A.; Shobe, Robert E. Mar 1983 29p. Available From: Curriculum Research and Development Center, Statesman Towers West, School of Education, Indiana State University, Terre Haute, IN 47809 EDRS Price - MF01/PC02 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners The authors state that this monograph provides information on how teachers and other school officials may assist students to score better on tests. The emphasis is on the development of test-taking skills, rather than on cognitive development. The contents include: (1) matching objectives, instruction, and testing; (2) assessment and test anxiety; (3) testwiseness and pupil achievement; (4) improving test scores by guessing; and (5) a selected bibliography. (PN) Descriptors: Achievement Gains; Elementary Secondary Education; Guessing (Tests); Instructional Materials; Intentional Learning; Test Anxiety; *Test Coaching; Testing Problems; *Test Wiseness ED252836 CS007906 College Study Skills Program, Level III. Student Text. Fitzpatrick, Elaine M. 1982 129p.; Developed by the Study Skills Group. For the instructor's guide, level III, see CS 007 905. For other related documents, see CS 007 901-904. Available From: National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 22091 ($4.50, plus shipping). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students The 12 activity-oriented units described in this study skills guide are designed to help students in grades 11 through 13 become more skillful at learning on their own. The guide addresses a wide range of student needs, allows for the participation of students with a diversity of skills, and promotes learning on various levels of competence. The units in the guide cover the following topics: (1) listening, (2) taking notes as a college survival skill, (3) learning to survey, (4) thinking about new words, (5) asking useful questions, (6) learning from reading, (7) taking charge of one's learning, (8) understanding and improving memory, (9) reading flexibly, (10) gaining from discussions, (11) learning from visuals, and (12) preparing for and taking exams. Each unit in the guide also includes a brief section entitled "Learning Study Skills on Your Own." In addition, the guide gives an introduction to a skill or concept and directions through which to pursue it. (HOD) Descriptors: Higher Education; High Schools; Independent Study; Learning Strategies; Memory; *Notetaking; *Reading Comprehension; Reading Strategies; Recall (Psychology); *Study Habits; *Study Skills; *Test Wiseness; *Vocabulary Development ED252835 CS007905 College Study Skills Program, Level III. Instructor's Guide. Fitzpatrick, Elaine M. 1982 81p.; Developed by the Study Skills Group. For the student text, level III, see CS 007 906; For other related documents, see CS 007 901-904. Available From: National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 22091 ($3.50, plus shipping). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: TEACHING GUIDE (052) Target Audience: Practitioners Designed to introduce the study skills needed for college work for students in grades 11 through 13, this teacher's guide provides a series of 12 activity-oriented units, most of which require from 70 to 100 minutes of instructional time. The guide is designed to address a wide range of student needs, allow for the participation of students with a diversity of skills, and promote learning on various levels of competence. The units in the guide cover the following topics: (1) listening is tuning in, (2) taking notes as a college survival skill, (3) learning to survey, (4) thinking about new words, (5) asking useful questions, (6) learning from reading, (7) taking charge of one's learning, (8) understanding and improving memory, (9) reading flexibly, (10) gaining from discussions, (11) learning from visuals, and (12) preparing for and taking exams. In addition, the guide suggests directions for teaching each unit, and provides a summary discussion at the end of each unit. (HOD) Descriptors: Higher Education; High Schools; Learning Strategies; Memory; *Notetaking; *Reading Comprehension; Reading Strategies; Recall (Psychology); *Study Habits; *Study Skills; Teaching Guides; *Test Wiseness; Vocabulary Development ED235125 SP023017 Study Skills: Study Your Way to Success. Kindergarten-6th. 1982 83p. EDRS Price - MF01/PC04 Plus Postage. Document Type: TEACHING GUIDE (052); BIBLIOGRAPHY (131) Target Audience: Teachers; Students This booklet provides a multi-curriculum collection of ideas and activities designed to improve the study skills of students in kindergarten through sixth grade. This collection of ideas and activities may be used to supplement learning activities in any classroom, and many of the booklet's pages may be duplicated for parent or student use. Suggestions are made on how parents and teachers may help students develop good study habits, and pointers are given for students on organizing profitable study time. The scope and sequence of study skills according to expected grade-level accomplishment are listed. Student activity pages are provided in the areas of study habits, taking notes, reports and projects, and test taking. An extensive bibliography of resources is included. (JD) Descriptors: Elementary Education; *Notetaking; Parent Role; Student Behavior; Student Improvement; *Student Motivation; *Study Habits; *Study Skills; Teacher Role; *Test Wiseness ED230611 TM830441 Helping Students Do Their Best on Standardized Achievement Tests. Bulletin No. 6. 1 Apr 1982 11p. EDRS Price - MF01/PC01 Plus Postage. Document Type: SERIAL (022); NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners The Research and Evaluation Branch of the Los Angeles Unified School District presents a bulletin to help prepare students to do their best on achievement tests. The bulletin is divided into five sections. After an introduction, section 2, "Characteristics of Today's Standardized Achievement Tests" discusses test content, test format, answer documents, machine scoring, and time limits. The next section, "Developing Student Readiness for Test Taking" includes test content readiness, test-taking skill readiness, and emotional readiness. Section 4, "Providing for Optimal Test Administration" attends to the physical setting, preparation for test administration, and the day of testing. Section 5, is a ten-item "Student Checklist for Test-Taking." (PN) Descriptors: Academic Achievement; Achievement Tests; Check Lists; Elementary Secondary Education; Intentional Learning; *School Districts; Scores; *Standardized Tests; *Test Coaching; Test Results; *Test Wiseness Identifiers: *Los Angeles Unified School District CA ED220542 TM820598 Teaching Students to Be Testwise: A Handbook for Teachers Who Administer or Construct Tests, Grades K-12. 1982 20p. Available From: Publications Services, Room 55, Montgomery County Public Schools, 850 Hungerford Drive, Rockville, Md. 20850 EDRS Price - MF01/PC01 Plus Postage. Document Type: TEACHING GUIDE (052) Target Audience: Practitioners This handbook for teachers of kindergarten through grade twelve was developed to assist those who administer or construct tests. The publication was written in response to a Montgomery County Public Schools citizens' advisory committee recommendation that reflected concern about the need to improve students' test-taking skills. The handbook discusses test strategies for teachers, including creation of an environment conducive to administering standardized tests and to construction and use of teacher-made tests. The second part of the handbook discusses strategies for helping students to become test- wise. An annotated bibliography contains instructional resources for teachers, resources for students, professional resources, and videotapes. (DWH) Descriptors: Elementary School Students; Elementary Secondary Education; Examiners; Secondary School Students; *Standardized Tests; *Student Development; *Teacher Made Tests; Test Coaching; *Test Construction; Test Format; *Test Wiseness ED292846 TM011226 Test-Taking Skills. 10 Feb 1981 18p. Available From: New York City Board of Education, Division of Curriculum and Instruction, 131 Livington St., Room 613, Brooklyn, NY 11201 ($1.00). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: TEACHING GUIDE (052) Target Audience: Teachers; Practitioners Samples of classroom activities designed to provide practice in specific test-taking skills are provided for use by teachers in the New York City school system. This guide provides activities that aid children in following instructions, time management, use of separate answer sheets, answer choice, and scanning and skimming. Unacceptable teaching practices mentioned briefly include the use of tests as teaching materials, familiarizing students with specific test content, and departing from test restrictions such as standard time limits. Copies of the exercises are included. (TJH) Descriptors: Class Activities; Classroom Techniques; Elementary Secondary Education; *Instructional Materials; *Test Coaching; *Test Wiseness; Time Management Identifiers: *New York City Board of Education ED246103 TM840378 A Guide to Test Taking as Easy as...1, 2, 3. Caswell, Martha S.; Olsen, June [1981 43p. EDRS Price - MF01/PC02 Plus Postage. Document Type: TEACHING GUIDE (052) Target Audience: Teachers; Practitioners This guide book was developed for use by school staff, parents, and students. It outlines strategies and test-taking skills which may be taught in the classroom. The guide provides sample instruments to determine what students know about test taking, and practice tests at the elementary and secondary level. Time management hints for test takers are also included. Students should be fully informed about the features of the test, reasons for its administration, and scoring procedures. Physical and emotional readiness will reduce a student's test anxiety. Students should receive instruction in problem solving strategies and recognition of various test formats. (DWH) Descriptors: Elementary School Teachers; Elementary Secondary Education; *Guides; Secondary School Teachers; Test Anxiety; Test Coaching; Test Format; *Testing; *Test Wiseness Identifiers: Michigan Educational Assessment Program ED239183 CG017230 Study Habits: Advice to Students, Parents and Teachers from Research Data. Thompson, Mark E. Sep 1981 155p. EDRS Price - MF01/PC07 Plus Postage. Document Type: CLASSROOM MATERIAL (050); REVIEW LITERATURE (070) Target Audience: Students; Parents; Teachers This guide, written for parents, teachers, and students, presents advice on academic study habits derived from research data. Part 1 of the text presents the research evidence in five chapters: chapter 1 reviews common study skills problems; chapter 2 focuses specifically on research data from eight studies which successfully used precollege study skills/remedial courses with underdeveloped students; chapter 3 presents the research literature on identifying study skills problems; chapter 4 outlines ways to overcome poor study habits; and chapter 5 presents the implications of the research for remedial program design. Part 2 of the text presents specific and detailed suggestions for student study skill development in five chapters devoted to academic classes and classroom protocol, notetaking, listening, reading, and test taking. Chapter 11 presents concluding remarks. A comprehensive bibliography and name and subject indexes are included. (BL) Descriptors: Cognitive Processes; Educational Environment; Learning; *Listening Skills; *Notetaking; *Reading Strategies; *Remedial Programs; Student Characteristics; *Study Habits; *Test Wiseness ED252834 CS007904 Study Skills Program, Level II. Student Text. Marshak, David 1979 100p.; Developed by the Study Skills Group. For the teacher's guide, level II, see CS 007 903. For other related documents, see CS 007 901-906. Available From: National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 22091 ($4.50, plus shipping). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students The 12 activity-oriented units described in this study skills guide for students in the eighth, ninth, and tenth grades are designed to assist in the development of necessary study skills at most levels of competence and to reinforce already existing skills. The units in the guide also attempt to incorporate as much student activity as possible, and focus on such topics as (1) learning to listen, (2) vocabulary (getting meaning from context), (3) notetaking methods, (4) listening and taking notes, (5) a way to read textbooks, (6) vocabulary (literal and figurative meanings), (7) how one studies, (8) improving memory, (9) preparing for and taking tests--objective questions, (10) organizing the paragraph, (11) organizing the paragraph (continued) and answering essay questions, and (12) using one's time. (HOD) Descriptors: Listening Skills; *Notetaking; *Paragraph Composition; Reading Comprehension; Recall (Psychology); Secondary Education; *Study Habits; *Study Skills; *Test Wiseness; *Vocabulary Development ED252833 CS007903 Study Skills Program, Level II. Teacher's Guide. Marshak, David 1979 47p.; Developed by the Study Skills Group. For the student text, level II, see CS 007 904; For other related documents, see CS 007 901- 906. Available From: National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 22091 ($3.50, plus shipping). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: TEACHING GUIDE (052) Target Audience: Practitioners Designed to provide an introduction to study skills for students in the eighth, ninth, and tenth grades, this teacher's guide provides a series of 12 activity-oriented units, most of which require one period of class time. The units in the guide cover the following topics: (1) learning to listen, (2) vocabulary (getting meaning from context), (3) notetaking methods, (4) listening and taking notes, (5) a way to read textbooks, (6) vocabulary (literal and figurative meanings), (7) how one studies, (8) improving memory, (9) preparing for and taking tests--objective questions, (10) organizing the paragraph, (11) organizing the paragraph (continued) and answering essay questions, and (12) using one's time. In addition, the guide provides a comprehensive overview of study skills, directions for the classroom use of the student text, and practical suggestions for further study skills instruction. (HOD) Descriptors: Listening Skills; *Notetaking; *Paragraph Composition; Reading Comprehension; Recall (Psychology); Secondary Education; *Study Habits; *Study Skills; Teaching Guides; *Test Wiseness; *Vocabulary Development

EJ532499 EC614854 LEARN to Succeed. Day, Victoria P.; Hackett, Gail S. TEACHING Exceptional Children, v29 n2 p70-71 Nov-Dec 1996 ISSN: 0040-0599 Document Type: JOURNAL ARTICLE (080); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners This article describes LEARN, a five-step plan to help students with disabilities succeed on tests. The steps include listen for hints, clues, and important information; examine notes, books, and papers; apply study and memory strategies; review every night; and nail the test. The benefits to using this approach are reviewed. (CR) Descriptors: *Disabilities; Elementary Secondary Education; *Learning Strategies; *Test Wiseness EJ452964 EC604532 The Testing Practices of Mainstream Secondary Classroom Teachers. Putnam, M. Lewis Remedial and Special Education (RASE), v13 n5 p11-21 Sep-Oct 1992 ISSN: 0741-9325 Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Target Audience: Practitioners Interviews with 60 grade 7 and 60 grade 10 teachers examined their testing practices in English, science, social studies, and mathematics. Results suggest that special education teachers need to teach adolescents with mild disabilities effective test-taking strategies and skills to enable them to cope in general education classrooms. Specific test-taking strategies and instructional procedures are discussed. (Author/DB) Descriptors: *Learning Strategies; *Mainstreaming; *Mild Disabilities; Regular and Special Education Relationship; Secondary Education; Skill Development; *Teaching Methods; *Test Coaching; *Test Wiseness EJ441266 EC602558 Test-Taking Strategy Instruction for Adolescents with Learning Disabilities and Reflections. Hughes, Charles A.; Schumaker, Jean B. Exceptionality: A Research Journal, v2 n4 p205-21,237-42 1991 ISSN: 0936-2835 Document Type: RESEARCH REPORT (143); EVALUATIVE REPORT (142); POSITION PAPER (120); JOURNAL ARTICLE (080) Target Audience: Teachers; Practitioners This study used a seven-stage instructional methodology to successfully teach a comprehensive test-taking strategy to six secondary learning-disabled students. Evidence of maintenance and generalization is reported. In the second article, answers are presented to questions about strategy training in general and this study in particular. (Author/DB) Descriptors: Generalization; *Instructional Effectiveness; *Learning Disabilities; *Learning Strategies; Maintenance; Secondary Education; *Teaching Methods; *Test Wiseness EJ418322 EC232079 May the FORCE Be with You: A Test Preparation Strategy for Learning Disabled Adults. Wehrung-Schaffner, Linda; Sapona, Regina H. Academic Therapy, v25 n3 p291-300 Jan 1990 Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Teachers; Practitioners The FORCE strategy was designed as a simple, step-by-step procedure to assist learning-disabled adolescents in preparing for tests. The steps are find out, organize, review, concentrate, and examine early (pretest). The article discusses application of the strategy and issues relating to generalization of the strategy to other subject areas. (JDD) Descriptors: Adolescents; Generalization; *Learning Disabilities; Secondary Education; *Skill Development; *Teaching Methods; *Test Wiseness EJ367470 EC201937 Teaching Test Taking Skills. Rothman, Rosalind W.; Cohen, Jill Academic Therapy, v23 n4 p341-48 Mar 1988 Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120); NON- CLASSROOM MATERIAL (055) Target Audience: Practitioners Test-taking skills should be part of learning-disabled students' instruction. Student performance on previous tests should be analyzed to determine lack of information, carelessness, misinterpretation, material not studied, or incorrect reading. Notetaking techniques, language problems, and special problems presented by essay tests and math tests are other concerns of learning-disabled students. (Author/JDD) Descriptors: *Achievement Tests; Curriculum; Elementary Secondary Education; *Learning Disabilities; Learning Strategies; *Skill Development; Teaching Methods; *Testing; *Test Wiseness EJ354004 EC192531 Reading Tests and the Deaf Reader. Ewoldt, Carolyn Perspectives for Teachers of the Hearing Impaired, v5 n4 p21-24 Mar- Apr 1987 Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070) Target Audience: Teachers; Practitioners Standardized reading tests are likely to provide an inaccurate assessment of reading comprehension for deaf students due to the lack of test coaching and test taking skills; item irrelevancy; and the difficulty of test directions. Testing alternatives include parent and teacher observation of students and qualitative evaluations of reading skills and strategies. (CB) Descriptors: *Deafness; Elementary Secondary Education; Reading Comprehension; *Reading Tests; *Standardized Tests; *Testing Problems; Test Validity; *Test Wiseness EJ343893 EC190823 Instructional Strategies for Enhancing Learning Disabled Students' Reading Comprehension and Comprehension Test Performance. Wong, Bernice Y. L. Canadian Journal for Exceptional Children, v2 n4 p128-32 Sum 1986 Document Type: NON-CLASSROOM MATERIAL (055); REVIEW LITERATURE (070); JOURNAL ARTICLE (080) Target Audience: Practitioners Successful instructional strategies for enhancing the reading comprehension and comprehension test performance of learning disabled students are described. Students are taught to self-monitor their comprehension of expository materials and stories through recognition and analysis of recurrent elements and problem passages, content summarization, and analysis of reading comprehension questions. (CB) Descriptors: Elementary Secondary Education; Inquiry; *Learning Disabilities; *Questioning Techniques; *Reading Comprehension; Reading Tests; Self Evaluation (Individuals); *Teaching Methods; *Test Wiseness ED268772 EC182388 Teaching Test-Taking and Note-Taking Skills to Learning Disabled High School Students. Anderman, Robert C.; Williams, Jane M. 1 Apr 1986 93p.; Paper presented at the Annual Convention of the Council for Exceptional Children (64th, New Orleans, LA, March 31-April 4, 1986). Document contains light type. Available From: Dr. Jane Williams, Wheaton High School, 12601 Dalewood Dr., Wheaton, MD 20906 ($2.00 to cover mailing costs). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: CONFERENCE PAPER (150); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners The materials were developed to help prepare eleventh and twelfth graders to be successful in an academic environment when their school history indicated little chance for success. The booklet includes instructional materials to teach test-taking and note-taking, two skills many failing students lack. A syllabus is included for each unit along with class notes, activity sheets, and unit tests with answer keys. The instructional materials are designed for students with a wide range of skill levels. The test-taking unit covers such topics as strategies for answering multiple choice test items, true- false test questions, fill-in-the-blank questions; preparing for tests; and understanding words used in essay questions. The unit on notetaking addresses such aspects as listening skills and notetaking from lectures and written materials. (CL) Descriptors: Course Content; High Schools; *Learning Disabilities; *Notetaking; *Study Skills; Test Items; *Test Wiseness EJ327846 CS732104 Teaching Test-Taking Techniques to the Gifted. Chaika, Glori Clearing House, v59 n4 p182-84 Dec 1985 Document Type: JOURNAL ARTICLE (080); TEACHING GUIDE (052) Target Audience: Teachers; Practitioners Describes a test-taking course designed to prepare seventh-grade students for the SAT. Descriptors: *Academically Gifted; *Course Content; Elementary Secondary Education; *Standardized Tests; *Teaching Methods; *Test Coaching; *Test Wiseness ED286308 EC200486 Test Preparation and Test Taking Techniques. Postsecondary Intervention Model for Learning Disabilities. Study Manual #1. Friedman, Brenda G.; And Others Aug 1985 19p.; For other manuals in this series, see EC 200 487-490. EDRS Price - MF01/PC01 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners; Students The booklet offers techniques to help language learning disabled college students and their tutors improve test-taking performance. The importance of mastering time management and study skills is stressed. Basic notetaking guidelines are presented, including use of a two-column system so that material on the right may be consolidated and interpreted on the left. An example of such an approach is offered. Use of charts, diagrams, and simple line drawings is discussed, as is the need for continual repetition and drill along with other memory aids. Suggestions for better test performance focus on the following test types: true-false, multiple choice, matching questions, sentence completion, and essays. Examples of each type are offered along with recommended approaches to the type of test. Key words in essay questions are listed and explained. Students are advised to proofread answers before turning tests in and to review patterns of errors on returned tests so as to better direct their study habits for future exams. (CL) Descriptors: *College Students; Higher Education; *Learning Disabilities; *Notetaking; Response Style (Tests); *Study Skills; Test Anxiety; Test Coaching; *Test Wiseness; *Tutoring ED254997 EC172049 Improving the Test-Taking Skills of Learning Disabled Students. Scruggs, Thomas E.; Jenkins, Vesna Feb 1985 10p.; Paper presented at the Annual Meeting of the Association for Children and Adults with Learning Disabilities (San Francisco, CA, February 20-23, 1985). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); NON-CLASSROOM MATERIAL (055) Target Audience: Practitioners Research on test taking skills of LD (learning disabled) students is reviewed and implications for improving the skill are noted. Among findings considered are that separate answer sheets appear to inhibit the performance of LD students, LD students can benefit from training and demonstrate improved attitudes toward testing, and students should answer all questions and should be encouraged to change any answer of which they are unsure. Intervention in test taking includes six quidelines: focus on the appropriate stimulus, attend to all distractors, answer all questions, never skip an answer, guess at an answer if necessary, and attend to the appropriate stimulus in the question. The paper concludes with four multiple choice questions designed to illustrate test-taking skills and strategies. (CL) Descriptors: Elementary Secondary Education; *Intervention; *Learning Disabilities; Teaching Methods; *Test Wiseness ED256083 EC170490 Teaching Test-Taking Skills to Learning Disabled and Behaviorally Disordered Children. SUPER SCORE: Test Taking Manuals and Workbooks. Scruggs, Thomas E.; Williams, N. Joanne 2 Jul 1984 312p.; Part of this document in: Scruggs, Thomas E. The Administration and Interpretation of Standardized Achievement Tests with Learning Disabled and Behaviorally Disordered Elementary School Children. Final Report. See EC 170 489. EDRS Price - MF01/PC13 Plus Postage. Document Type: TEACHING GUIDE (052); INSTRUCTIONAL MATERIAL (051) Target Audience: Students; Practitioners The package presents a training approach for increasing test-taking skills of learning disabled (LD) and behaviorally disordered (BD) children along with a research study illustrating the approach's effectiveness with 92 LD or BD elementary students. The approach focuses on such strategies as attending to appropriate stimuli, marking answers carefully, using time well, and avoiding errors. The package presents lesson plans and student workbooks (with correct answers) on such topics as: (1) word study skills, including vocabulary, contractions, and syllables, and (2) reading comprehension. Each lesson presents a script for the trainer, ideas for remedial work, optional activity suggestions, and a review of previous lessons. (CL) Descriptors: *Attention Control; *Behavior Disorders; Elementary Education; *Learning Disabilities; Lesson Plans; *Reading Comprehension; Test Coaching; *Test Wiseness; Word Recognition; *Word Study Skills ED254143 HE018108 A Learning and Study Skills Manual on Strategies for Academic Survival in College. Cade, John 1984 128p. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: INSTRUCTIONAL MATERIAL (051); TEST, QUESTIONNAIRE (160) Target Audience: Students Materials to help disadvantaged students at Bowie State College gain learning and study skills are presented. Guidelines, questionnaires and self-assessment forms, and learning activities on the following subjects are provided: time management, study methods, note-taking and test-taking strategies, and decision-making. Included is the Effective Study Test, which will be used as a pre- test and post-test assessment measure. To help students in time management, charts for scheduling activities are included, with instructions for checking and readjusting available time, along with a checklist for determining what is interfering with study time. Study techniques, including identifying questions, active reading, reciting, and reviewing, are covered. Tips for taking effective notes and three alternative forms (paragraph, sentence, or outline) are considered, along with the Cornell System of Note-Taking. Also covered are approaches to improve listening, outlining, and memorization, including the repeat method of memorization. Examples of test items are included, with instructions on objective and essay tests. The Goal Assessment Survey to evaluate decision-making skills is also provided, along with forms to help students organize educational and career plans. (SW) Descriptors: College Students; *Decision Making Skills; Educationally Disadvantaged; Guidelines; Higher Education; Memorization; *Notetaking; Objective Tests; Questionnaires; *Study Skills; *Test Wiseness; *Time Management Identifiers: *Bowie State College MD

EJ516198 EC612767 Prevent School Failure: Treat Test Anxiety. Austin, J. Sue; And Others Preventing School Failure, v40 n1 p10-13 Fall 1995 ISSN: 1045-988X Available From: UMI Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055) Target Audience: Teachers; Practitioners This article provides suggestions for treating test anxiety by training students in stress management strategies. Detailed instructions for teaching deep muscle relaxation are provided, followed by an introduction to Wolpe's (1958) technique of systematic desensitization, which features identification of a hierarchy of anxiety-producing situations and visualization of pleasant situations. (PB) Descriptors: Coping; *Desensitization; Elementary Secondary Education; *Emotional Problems; Imagery; *Relaxation Training; *Stress Management; *Test Anxiety; Visualization EJ509261 SP524388 Treating Test Anxiety. A Review of Three Approaches. Nicaise, Molly Teacher Education and Practice, v11 n1 p65-81 Spr-Sum 1995 Theme issue title: "Classroom and Behavior Management." Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080) Promising developments in test anxiety treatment research help decrease the related physiological responses, strengthen the ability to handle tensions through study skills and test-taking training, and use cognitive restructuring and cognitive supports to handle problematic testing situations. The article reviews the three philosophies and presents examples of treatment interventions. (SM) Descriptors: Behavior Modification; Cognitive Restructuring; College Students; Coping; Elementary School Students; Elementary Secondary Education; Higher Education; Literature Reviews; Relaxation Training; Secondary School Students; *Stress Management; Student Attitudes; Student Behavior; Study Skills; *Test Anxiety; *Test Wiseness Identifiers: Physiological Response ED392830 TM024508 Test Anxiety: Theory, Assessment, and Treatment. The Series in Clinical and Community Psychology. Spielberger, Charles D., Ed.; Vagg, Peter R., Ed. 1995 252p. ISBN: 0-89116-212-7 ISSN: 0146-0846 Available From: Taylor & Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007-1598 ($49.95). Document Not Available from EDRS. Document Type: BOOK (010); COLLECTION (020); EVALUATIVE REPORT (142) It is not surprising that a broad array of treatment programs have been developed to reduce test anxiety, since the consequences can be serious. The contributions in this volume review and evaluate the theory of test anxiety, its measurement, its manifestations, and possible treatments and their outcomes. The following chapters are included: (1) "Test Anxiety: A Transactional Process Model" (Charles D. Spielberger and Peter R. Vagg); (2) "Measurement of Test Anxiety: An Overview" (Scarvia B. Anderson and William I. Sauser, Jr.); (3) "An Evaluation of Test Anxiety Scales: Convergent, Divergent, and Predictive Validity" (Jeffrey R. Bedell and Herbert A. Marlowe); (4) "Theory and Measurement of Test Anxiety as a Situation-Specific Trait" (Volker Hodapp, Peter G. Glanzmann, and Lothar Laux); (5) "Case Studies of Test-Anxious Students" (William D. Anton and E. Michael Lillibridge); (6) "Test Anxiety, Hemispheric Lateralization, and Information Processing" (James D. Papsdorf, Jess H. Ghannam, and John Jamieson); (7) "Perspectives on Mathematics Anxiety and Test Anxiety" (William D. Anton and Mark C. Klisch); (8) "Anxiety and Test Performance" (Samuel Ball); (9) "Systematic Desensitization, Study Skills Counseling, and Anxiety-Coping Training in the Treatment of Test Anxiety" (Hector P. Gonzalez); (10) "Cognitive Therapy, Study Counseling, and Systematic Desensitization in the Treatment of Test Anxiety" (Benjamin Algaze); (11) "Comparison of Cognitive Therapy and Rational-Emotive Therapy in the Treatment of Test Anxiety" (Tucker M. Fletcher and Charles D. Spielberger); (12) "Systematic Desensitization, Cognitive Coping, and Biofeedback in the Reduction of Test Anxiety" (John C. Parker, IV, Peter R. Vagg, and James D. Papsdorf); (13) "Cognitive Therapy, Study Skills Training, and Biofeedback in the Treatment of Test Anxiety" (Peter R. Vagg and James D. Papsdorf); and (14) "Treatment of Test Anxiety: Application of the Transactional Process Model" (Peter R. Vagg and Charles D. Spielberger). (Contains 435 references.) (SLD) Descriptors: Biofeedback; *Cognitive Processes; Coping; *Educational Assessment; Mathematics Anxiety; Measurement Techniques; *Outcomes of Treatment; *Test Anxiety; Test Results; *Theories; *Therapy; Validity Identifiers: Empirical Research; *Systematic Desensitization ED392120 EA027340 Test Anxiety? Try a Stick of Gum... Wilmore, Elaine L. [1995 7p. EDRS Price - MF01/PC01 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) American schools face pressure to increase their students' test scores. Research reports have shown American students to be particularly stressed over test taking partially because of other outside interests in their lives that also take up time. This paper offers tips to help students relieve stress arising from the testing situation. Students should practice taking tests, be prepared, read the directions slowly and carefully, think positively, and relax. One research study found that students who were allowed to chew gum during a test received slightly higher scores than did students who were not allowed to chew gum. A conclusion is that relaxed students will be better able to concentrate on their tests. (LMI) Descriptors: High Schools; Scores; *Test Anxiety; *Testing; *Testing Problems; Test Wiseness EJ487656 CG545362 On the Relationship between Test Anxiety and Test Performance. Birenbaum, Menucha; Nasser, Fadia Measurement and Evaluation in Counseling and Development, v27 n1 p293-301 Apr 1994 ISSN: 0748-1756 Available From: UMI Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080) Investigated relationships between test anxiety and test performance among 431 10th graders from 15 classes of 2 Arab high schools in Israel. Findings revealed two types of test-anxious students: those who lack test-taking skills and those who lack study skills. Findings suggest that deficit and interference models of test anxiety complement each other. (Author/NB) Descriptors: Foreign Countries; *Grade 10; High Schools; High School Students; *Performance; *Study Skills; *Test Anxiety; *Test Wiseness Identifiers: *Israel ED379312 TM022673 Group Reduction of Test Anxiety: Does It Really Work? Ross, David B. Oct 1994 15p. EDRS Price - MF01/PC01 Plus Postage. Document Type: RESEARCH REPORT (143) This article summarizes the performance of 52 college students who completed a one-credit class for the reduction of test anxiety. The anxiety reduction program uses a variety of study skills and behavioral strategies to improve school performance. The 8-to-10 week class is taught in small groups of from 2 to 6 students. Content focuses on: (1) understanding anxiety; (2) effective time management; (3) managing the moment of crisis; (4) active reading and memory; (5) healthy living habits; (6) test-taking strategies; and (7) rational thinking. Participants demonstrated slightly higher grade averages and improved course completion. Personal comments from the students suggested that some of them had experienced great changes in attitude toward school and life in general. (Contains 6 references.) (SLD) Descriptors: Academic Achievement; *College Students; *Group Instruction; Higher Education; Instructional Effectiveness; *Prevention; *Student Attitudes; *Test Anxiety; Test Wiseness; Time Management EJ478597 SP522969 Putting the Lid on Test Anxiety. Bakunas, Boris Learning, v22 n2 p64-65 Sep 1993 ISSN: 0090-3167 Available From: UMI Document Type: NON-CLASSROOM MATERIAL (055); JOURNAL ARTICLE (080) Most students suffer some test anxiety. A two-pronged approach to holding students' test anxiety at bay suggests that teachers keep testing low-key to minimize fear and that students learn a systematic study method so they will be prepared. Some children may need professional help to conquer their fears. (SM) Descriptors: Elementary Secondary Education; School Counseling; Student Attitudes; *Study Skills; Teacher Responsibility; *Test Anxiety; *Test Wiseness EJ456003 HE530666 Coping with Test Anxiety. Mealey, Donna L.; Host, Timothy R. College Teaching, v40 n4 p147-50 Fall 1992 ISSN: 8756-7555 Available From: UMI Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Target Audience: Teachers; Practitioners Research suggests several types of test-anxious students. Techniques for lessening anxiety include teaching metacognitive and learning strategies, using cooperative learning activities, and creating a nonthreatening environment. A survey of 102 developmental reading college students indicated that teacher behavior during testing and pretest review are important to minimizing test-anxiety. (MSE) Descriptors: *Classroom Environment; Classroom Techniques; *College Instruction; College Students; *Cooperative Learning; *Coping; Developmental Studies Programs; Higher Education; Reading Instruction; Student Attitudes; Study Skills; Surveys; *Teacher Behavior; *Test Anxiety; Testing EJ453970 CE524358 The Impact of Testing on Student Motivation. Eschenmann, K. Kurt Journal of Epsilon Pi Tau, v18 n1 p28-32 Win-Spr 1992 Available From: UMI Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120) Techniques for reducing test anxiety include fostering study skills, reducing competition, using tests to meet a variety of needs, providing feedback, optimizing the test environment, setting realistic goals, and explaining the testing process. (SK) Descriptors: Feedback; *Student Motivation; Study Skills; *Test Anxiety; *Testing EJ409942 CG537561 Techniques for Overcoming Test Anxiety. Wilkinson, Charlotte M. Elementary School Guidance and Counseling, v24 n3 p234-37 Feb 1990 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Describes classroom guidance session for overcoming test anxiety. Discusses role of the teacher in setting up session and as class discussion leader. Discusses role of the counselor in the minilecture format; sources of test anxiety; self-assessment of test anxiety; importance of careful test preparation; listening to self- talk; and follow up with other learning approaches. (ABL) Descriptors: Classroom Techniques; *Counseling Techniques; Counselor Role; *Elementary Education; *Elementary School Students; *School Counseling; Teacher Role; *Test Anxiety EJ381145 TM514040 Improving Examination Performance through the Clenched Fist Technique. Stanton, Harry E. Contemporary Educational Psychology, v13 n4 p309-15 Oct 1988 Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142) The literature on the use of hypnosis in an educational setting is briefly reviewed, and a hypnotic approach involving the use of the clenched fist as a conditioned trigger to improve examination performance is described. A study of 60 high school students indicates that the approach can improve test outcomes. (TJH) Descriptors: *High School Students; *Hypnosis; Response Style (Tests); *Secondary Education; *Test Anxiety; Test Coaching; Test Wiseness Identifiers: *Clenched Fist Technique EJ374309 SP517789 How Do We Balance Test Anxiety and Achievement? Berliner, David; Casanova, Ursula Instructor, v97 n8 p14-15 Apr 1988 Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120) A study of German fifth graders correlates high levels of test anxiety with decreased student achievement. To minimize this effect, teachers must foster a balance between efficient use of class time with attention to student needs. Suggestions on how to create a learning, rather than a testing, environment are given. (JL) Descriptors: *Academic Achievement; Foreign Countries; *Teacher Effectiveness; *Teacher Student Relationship; Teaching Methods; *Test Anxiety; Theory Practice Relationship Identifiers: Germany ED294651 PS017140 Helping Your Child Learn at School: How Parents Support Good Study Habits in the Home. Maloney, Raymond Aug 1987 15p. Available From: Minerva Press, Inc., 6653 Andersonville Road, Waterford, MI 48095 ($0.79 each plus $0.50 postage and handling. Bulk rates are also available). EDRS Price - MF01/PC01 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Parents Provided are suggestions for parents who want to know how best to help their children develop study habits that will insure a good chance for school success. After a description of the importance of good study habits, the responsibilities of parents, teachers, and students for developing appropriate study settings and behaviors are set out. Subsequently discussed are: (1) concentration; (2) motivation; (3) setting of goals that are realistic, specific, have a definite deadline, and are associated with rewards; (4) use of self- talk for achievement; and (5) test anxiety. Concluding material offers parents a "quick guide" to study skills for children. Additional resources for use in helping children succeed in school are listed. (RH) Descriptors: *Children; Guidelines; *Motivation; Objectives; *Parent Role; Positive Reinforcement; Student Role; *Study Habits; Teacher Role; *Test Anxiety Identifiers: *Concentration; *Goal Setting ED289059 CE049286 Test Anxiety Reduction. Student Handbook. Silverman, Eda; Hanna, Joyce May 1987 17p.; For related documents, see CE 049 285-287. EDRS Price - MF01/PC01 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This handbook is intended to illustrate to students that they are not alone in their fear of tests and to help students reduce their own test anxiety. The handbook is a compilation of writings contributed by students who attended an adult basic education (ABE) program to prepare teenage and adult students to take the General Educational Development (GED) test. The poems, articles, and crossword puzzle included in the handbook reveal their authors' personal feelings about tests and explain how learning about methods to reduce test anxiety helped them to perform better in testing situations. (MN) Descriptors: Adult Basic Education; *Behavior Modification; *Change Strategies; Coping; High School Equivalency Programs; Relaxation Training; *Stress Management; Student Developed Materials; *Test Anxiety; *Test Wiseness Identifiers: 310 Project; *General Educational Development Tests ED289058 CE049285 Test Anxiety Reduction. Student Workbook. Silverman, Eda; Hanna, Joyce May 1987 28p.; For related documents, see CE 049 286-287. EDRS Price - MF01/PC02 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This student workbook is intended for use in helping teenage and adult basic education (ABE) students reduce their anxiety over tests in general and over the General Educational Development (GED) test in particular. Exercises are provided to help students analyze and understand their feelings about and while taking tests, recall the childhood messages that they received that have led to their test anxiety, analyze their strengths and weaknesses, learn about and prepare for taking a test at their designated test site, practice and learn general strategies for taking multiple-choice tests, develop individual test-taking strategies, learn basic relaxation techniques, and develop a plan to handle their test anxiety. (MN) Descriptors: Adult Basic Education; *Behavior Modification; *Change Strategies; Coping; High School Equivalency Programs; Relaxation Training; *Stress Management; *Test Anxiety; *Test Wiseness Identifiers: 310 Project; *General Educational Development Tests ED280899 TM870262 Help Your Child Improve in Test-Taking. [1987 5p. EDRS Price - MF01/PC01 Plus Postage. Document Type: NON-CLASSROOM MATERIAL (055) Target Audience: Parents This leaflet describes simple techniques for developing children's ability to do well on tests, as derived from research done through the Office of Educational Research and Improvement. Suggestions for parents are divided into five sections: (1) Why Test?; (2) Ask the School; (3) Avoid Test Anxiety; (4) Do's and Don'ts; and (5) After the Test. Check lists offer step-by-step methods for reducing test anxiety, preparing for tests, taking tests, judging a child's progress, and encouraging good study habits. (LMO) Descriptors: Elementary Secondary Education; Learning Strategies; *Parent Materials; Parent Teacher Cooperation; Standardized Tests; Study Skills; Teacher Made Tests; *Test Anxiety; *Test Coaching; *Test Wiseness

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