TEST TAKING

Test Taking

allowing open book exams
revising tests so they are user friendly
allowing extra time for exams
giving frequent short quizzes, not long tests
providing students with test taking strategies
using more objective items (fewer essay responses)
allowing student to give answers on tape recorder
modifying grades as necessary
giving oral exams
giving take home tests
reading test items to students

ADAPTING TESTS

Some students may not be able to succeed when presented with a regular class test. Even though they may know the material, the awesome task of reading the test, understanding the questions, and giving an answer under pressure may be too much for them.

You may be surprised at the improvement in both achievement and motivation of your students when simple adaptations are made. These factors are important in constructing tests for mainstreamed students:

Test Appearance and Format

Copies should be distinct, clean, and clear. Typed or computer generated are best. If you have to write it longhand, do not use cursive. Cursive handwriting is often difficult to read.
Provide ample margins and spacing
- 1 1/2" border at top and bottom
- 1" border on each side
- A minimum of two spaces between questions
Multiple Choice alternatives should be placed vertically. Example: original
Capitalize and underline words such as ALWAYS, NEVER, NOT.
"Choices" for multiple choice questions should be brief.
Avoid negatively stated questions, especially true and false.
No more than ten items on matching lists (five is better).
Provide short-answer alternatives if you want them to be spelled correctly.
Avoid tricky items - they invalidate your test and increase test anxiety.
Use at least three test formats on a major unit test.
Group similar type questions together.
Give separate directions with each group of questions.
Avoid "all of the above" and "none of the above" choices on multiple choice.
Shorten multiple choice possibilities to 3 instead of 4.
Draw lines to separate questions.
Provide lines (blanks), not just space for answers. Provide a separate blank for each requested answer.
Provide spaces at the end of a statement.

Test Length and Variety

Allow plenty of time if you want your test to be valid.
-Ask a colleague to take your test, time it, then triple that time.
Allow students having difficulties to answer fewer questions.
-give students the option to answer only half the questions, or half the questions from each section of the test. (If they choose this option, each missed question will count more points off.) THE CHOICE IS THEIRS.
Some students may require tests to be read aloud.

Test Readability

Eliminate unnecessary words, especially in multiple choice.
Use shorter sentences.
Keep the vocabulary terms that the student should know, but provide a synonym in parenthesis.

Are you testing what you are teaching?

When choosing a test format, consider your students skill levels as well as your purpose. If students fail a test, be sure that it is because they do not know the test material rather than because they do not have skills required by the test format.

The following chart shows you the skills needed to successfully pass the test.

STUDENT SKILLS REQUIRED By TEST FORMAT

	essay/short answer	fill in the blank	computation	multiple choice	T/F
knows material	X	X	X	X	X
processes large quantity of material	X
demonstrates good memory skills	X	X
demonstrate good organizational skills	X		X
reads at test vocabulary level	X	X	X	X	X
has good writing skills	X	X	X
has excellent vocabulary	X

Taken from "Project Adapt"

HELPING STUDENTS TAKE TESTS

I. MULTIPLE CHOICE

b. Eliminate obvious incorrect choices (draw a line through them). Try to narrow the remaining choices down to two before guessing.

c. Use clues from the main part of the question.

d. Answer the question without referring to the given choices. Then read all choices and choose the ones that comes closest to your anticipated answer.

II. MATCHING

b. Use all the matching items if both columns have the same number of items.

c. Match the items you are sure of first.

d. Anticipate the match before referring to the possible choices.

e. Cross out the choices once they have been used unless answers can be used more than once.

III. COMPLETION/SHORT ANSWER

b. Word usage in the main part of the question should be used as a clue to the answer.

c. Look at the related test items that may aid or give the answer to the questions.

IV. ESSAY FORMATS

b. Budget your time. Allow 10% previewing time, 80% answering time, and 10% proofreading time.

c. Jot down all the facts needed to answer the question. Then put these facts in logical order, using them as as outline for writing the actual answer.