III.       GOAL 8. Teach students effective test‑taking techniques.

A.        CONTENT OUTLINE

1.         Types of test questions.

2.         Study preparation techniques for each type of question. (Related information: level of difficulty principle. Preparing for Standardized Tests.)

3.         Using logic to score higher on multiple‑choice type questions.

4.         Appropriate note taking, note indexing, question writing and review techniques.

5.         The importance of attitude and motivation to achieve higher scores.

6.         Specific techniques for preparing to score higher on standardized achievement and aptitude tests.

7.         Practical test‑taking techniques to maximize your score potential.

B.        INSTRUCTIONAL MATERIALS

1.         Teacher‑written outline of notes and suggestions pertaining to the above content outline. See, for the location of these materials:

a.         Selection 1205

b.         Daily Lesson Plans for (1) Thursday, Third Week, Item #8, A & B. "Process of elimination." "Common multiple‑choice wrong answer categories." (2) Fourth Week, Thursday. Item #8, A & B. "Types of test questions." "Test taking techniques."

2.         Guidelines for Writing Effective Multiple‑Choice Questions. See

Selection 1240, "Guidelines for writing multiple‑choice vocabulary test questions." Selection 1241, "Guidelines for writing effective multiple‑choice questions." Selection 1259, "Guidelines for Writing Effective Multiple‑Choice Test Questions." Selection 1259A, "How to Write Multiple‑Choice Questions."

3.         Outline on multiple‑choice vocabulary test wrong‑answer categories. (Lesson plans for Third Week, Thursday.)

4.         Listening test based on outlines and oral discussions/presentations. [To be developed.]

5.         Practice exercises and directions for special types of tests and test questions (as, verbal analogies). [To be developed.]

C.        TEACHING STRATEGIES

1.         Presentation and discussion of content outline information beginning early in the semester that vocabulary tests are used. The second week, Thursday, may be a good time to discuss the process of elimination in conjunction with the multiple choice vocabulary test wrong answer categories in preparation for taking vocabulary test one.

2.         Students copy detailed information into their notebooks from appropriate Special Skills File selections. See Selection 1205, Test Taking Techniques.

3.         Description, discussion, and illustration of multiple‑choice wrong answer categories with vocabulary tests.

4.         Oral discussion, question and answer, and oral practice in identifying wrong answer categories on multiple‑choice vocabulary tests.

5.         Listening test over content outline material. [To be developed.]

6.         Presentation of practice exercises for special types of test questions, especially verbal analogies, on the blackboard, with oral practice and discussion. [To be developed.]

7.         Presentation of the above content in selection form to supplement and reinforce classroom discussion, application, and illustration in written format. [To be developed.]

D.        EVALUATION PROCEDURE

1.         Student notebook grade on the accuracy, completeness, and neatness of notes on test taking strategy.

2.         Oral credit for correct responses about Test Taking Strategy outline during oral review and discussion.

3.         Listening test scores.

4.         Selection scores.

5.         Objective Review Test (multiple‑choice) scores. [To be developed.]