Open Book/Oral Test Taking Tips

Open Book Tests1. Open book tests are usually the toughest tests.  Teachers make these tests difficult because you are using your book and, possibly, other resources. 
2. To prepare for an open book test:
-Spend the same amount or more time preparing for this test as you would for any other test.
-Familiarize yourself with the organization of the chapters covered on the test.
-If allowed, mark important charts, summaries, tables, or illustrations with colored paper clips, post-it notes, or bookmarks.
-With a pencil, underline important facts, formulas, keywords, etc.
-If allowed, write down important information, formulas, and facts on a sticky note or index card so you don't have to spend time searching for information.
-If allowed, bring your notes and any other resources that would help you complete the test.
3. First, answer any questions you know without using your book.  Don't waste time looking up answers you already know.  Then, use your book to locate the remainder of the answers.

Oral Tests
1. Know what topics will be covered.
2. Prepare for an oral test as thoroughly as you would prepare for any other type of test.
3. Develop questions and answers that you assume will be on the test and practice your oral responses to these questions with someone.
4. Prior to taking an oral test in a foreign language, record your responses so that you can check for proper pronunciation.
5. During an oral exam, listen carefully to the questions.  If you don't understand a question, ask the teacher to repeat or clarify.

Doing Well on Essay and Short Answer Questions

1. Read the instructions carefully.  The teacher may give options such as "Answer any 3 of the following questions."

2. Answer the easy questions first.

3. Be sure to have the appropriate writing tool (pen or pencil).

4. Be neat.  Write the final draft in pen or type on the computer.

5. Read all questions and estimate the amount of time you can spend on each.  Note how many points each item is worth when determining how much time to spend.  If you do not know the point value, ask the teacher.

6. Answer everything you are asked.  The words used in the essay question are important.

7. Circle the clue word in the question.  It will tell you what you need to do to answer the question completely. 

8. Decide how much you will need to write to answer the question.  Some questions may require only two or three sentence answers, while others may require several paragraphs.

9. Jot down in the margin or on a blank sheet of paper all the facts, ideas, and details you can remember.

10. Leave space between your answers in case you want to go back later to add more information. 

11. Never leave a question blank.  Your teacher can't give you any credit if you don't write anything.

12. If you can't remember an answer, just start writing.  Rephrase the question to begin your answer.  Look anywhere on the test for hints.  Writing something will usually get you a few points.

13. If you run out of time, list the information. 

14. Use all the test time.

15. Reread your responses.  Check to see that you have answered everything that has been asked.  Look for errors in spelling, grammar, etc.  Be sure what you have written makes sense. 

Sentence Starters: Respect (Student Handout)

Complete the sentences below by filling in the blanks and finishing the sentences.

1. The person I respect most is __________________________________ because …

2. My parents taught me to respect _________________________________________

I show respect to this person/place/thing/idea by doing …

Respecting this person/place/thing/idea is important because …

3. I demonstrate respect for my parents when I …

4. I demonstrate respect for myself when I …

5. I demonstrate respect for my heritage when I…

6. I demonstrate respect for my country when I …

7. I demonstrate respect for my religion when I …

8. I will teach my children to respect _______________________________________

I will teach them to show their respect by …

It is important for children to show their respect because…

9. I wish people were more respectful of __________________________ because …

10. When people do not respect ______________ I feel _______________ because …

11. The character trait I respect most in a person is __________________ because …

© 2006 USC SHOAH FOUNDATION INSTITUTE FOR VISUAL HISTORY AND EDUCATION

Independent Practice - Respect (Student Handout)

Student Handout: Independent Practice - Respect. Respond to each question by writing a few sentences that explain why you agree or disagree with each of the given statements.

• Write a blog entry or reflection defining respect. You may want to consider
the following questions as you begin to craft your response:

• What does the word “respect” mean to you?

• How do you exemplify respect in your life?

• How does respect differ from tolerance?

• How do disrespect, intolerance, prejudice, and discrimination differ from one another?

• Why is respect important in our world today?

• Who deserves respect but often does not receive it? Why is this the case?

• Choose one of the following quotes and write a response to its author that
explains why you either agree or disagree with the quote. In your response,
reference your own experiences, the experiences exemplified in the testimony
clips viewed, and/or the outcomes and insights garnered from class activities
and class discussions of respect.

No one can make you feel inferior without your consent.
— Eleanor Roosevelt (Former First Lady)

We hate someone because we do not know them;
and will not know them because we hate them.
— Charles Caleb Colton (English writer)

© 2006 USC SHOAH FOUNDATION INSTITUTE FOR VISUAL HISTORY AND EDUCATION

Week 8: Rate How You Renew

Rate How You Renew

Read the Sharpen the Saw introduction section on page 206 of the Teens book.

Copy the following assessment into your Week 8 Blog for Response #22.  Complete the following assessment below.  Answer each question with ALWAYS, SOMETIMES, OR NEVER.

BODY

1.)     I eat a nutritious diet and try to stay away from junk food.

2.)    I exercise regularly.

3.)    I get enough sleep.

4.)    I take care of personal hygiene.

5.)    I take time to relax.

MIND

6.)     I regularly read good books, magazines, or newspapers, or I listen to the news.

7.)    I play or listen to good music.

8.)    I write or draw.

9.)    I attend cultural events, watch uplifting movies, or view educational television programs.

10.) I learn new skills and develop my talents.

HEART

11.)  I laugh out loud at least one a day.

12.) I make deposits into my Relationship Bank Accounts.

13.) I make deposits into my Personal Bank Accounts.

14.) I use my talents.

15.) I develop new relationships.

SOUL

16.)  I pray or meditate regularly.

17.) I keep a journal.

18.) I read poetry or other inspiring literature.

19.) I ponder my decisions and situations in life.

20.) I enjoy nature by going on walks, looking at landscapes, or taking time to enjoy a sunset.

Doing well on Fill-in-the Blank and Sentence Completion

1. Read the directions.

2. Read the entire sentence before filling in the blank.

3. Notice the length of the line and how many blanks are in each sentence.  Sometimes the length of the line will indicate the length of the word.  If there are multiple blanks, you know the answer requires more than one word.

4. Look for articles and adjectives before a blank.  These provide grammatical clues to the answers.
Examples:
"a"--answer starts with a consonant
"an"--answer starts with a vowel
"the"--answer is a noun

5. Look for subject-verb agreement.  Examples: trees are; a dog is

6. Use context clues in the sentence to help you figure out the answer.

7. Do the easy ones first.  Star, circle, or mark any question you need to come back to later.

8. Look for answers in other parts of the test.  Sometimes another question in another section may provide clues to an answer you don't know.

9. After answering, reread the statement to be sure it makes sense.

Tips for Multiple Choice Test Items

1. Read the directions carefully.  Circle any key words so you will be clear about how you are to indicate the answer.

2.  There are two types of multiple choice statements.  Both types have a stem and a choice. 

A. The first type is an incomplete statement with answer choices.  You choose the answer that correctly completes the statement.

Example:  There are ____ letters in the alphabet.  (stem)
1. 22
2. 26 (choice)
3. 20
4. 24

B. The second type has a question with answer choices.  You choose the answer to the question.

Example:  How many letters are in the alphabet? (stem)
1. 22
2. 26 (choice)
3. 20
4. 24

3. Answer the easy questions first.  Mark or star those questions that you need to go back to later.

4. As you read the stem, try to answer in your head before you look at the choices.  Be sure to read the entire stem.  Some questions may say "which is not..." or "except/"

5. Read all the choices.  See if any choice is similar to the one you think is the correct answer.

6. If you cannot decide on a correct answer, look for and underline any key words found in the stem or answer choices.
Key words: best, most, right, incorrect, wrong, least, more, all, never, less, all, always

7. Cross out any answers you know are wrong.

8. Reread the stem with each remaining answer choice to see which one sounds correct.

9.  Look for grammatical clues. Verb tenses should match.
Example: A flower needs
A. waters
B. sun

10. Answers to questions you are unsure of can often be found on other parts of the test.

11. Guess only when you have no idea of the correct answer.

12. If you are not penalized for guessing, guess!  You have a one in four chance of getting it right.

13. The longest statement (stem plus answer choice) is often the right one.

14. If two choices are similar, the answer is unlikely to be either one of them.

15. Usually your first choice is the correct answer.  Don't change the answer unless you misread the question. 

Tips for Matching Test Items

1. Read the directions carefully.  Underline important key words.

2. Read the list on the right (answer column) first so you are aware of all available choices.  You are looking for the best choice.

3. Star any question you need to return to later.

4. Cross out answer choices as you use them unless the directions say you can use answers more than once.

5. Go back and reread the ones that you weren't sure of the first time.  By now you should have eliminated some choices.

6. When you study your notes, text, or review sheets, remember:
           -Laws are usually matched with dates and their founders.
           -Locations are usually matched to important events that occurred there.
           -Names are usually matched with notable achievements and actions.

Tips for True/False Test Items

1. Read directions.  Ask yourself: "How do I indicate the answer?" (ex: T/F, true or false, yes or no, Y or N, etc.)  "Do I have to correct false statements?"  If you don't know what to do, ASK!

2. Answer easy questions first.  Skip any statements that you are unsure of.  Go back to these after you have answered the easier ones.  Be sure to mark any question that you need to return to.

3. If you are unsure of an answer, look for qualifiers.   These are word clues upon which the question depends.

4.  Absolute qualifiers are words which leave no room for exception.  Statements containing an absolute qualifier are usually false. Examples of absoluate qualifiers include: no, never, only, always, all, none, every, exactly, best.

5. Other qualifiers usually indicate a true answer.  They leave room for exception.  I.e.-sometimes, usually, many, probably, seldom, generally, frequently, few, more often, most, same, less

6. Know your subject matter well enough so that you can notice the word clues without being misled by them.  If you have no idea if a statement is true or false, guess logically when you see a qualifier.

7. If a statement contains two negatives, get rid of the negatives to make the statement easier to read and understand.

8. If any part of the statement is false, the answer is false.

9. Short statements usually indicate a false answer.

10. Statements that are definitions are usually true.

11. Teacher-made test usually have more true statements than false.

12. Make an educated guess using all the test taking tips you have learned.  You have a 50% chance of getting the answer correct.  

T/F Practice

Directions: Using your test-taking tips, answer the following true or false questions to the best of your ability.  Write each statement.

Section I. Draw a line through the number next to the true statements.
1. Fords and Chevrolets are both cars.
2. Most skin moles are approximately one centimeter long.
3. Every rose bush blooms in the first week of April
4. Scarecrows are used as decorations on Valentine's Day.

Section II. Next to the statement, write true if the answer is correct and write false if it is wrong.
5. ________Rosin is often used to keep dancers from slipping on the floor.
6. ________ If every member of the team plays his best, the team will never lose.
7. ________ Adding ant killer to your lawn will always make your lawn ant free.
8. _______ Carrots, cucumbers, oranges and apples are all vegetables.


Section III. Circle the number in front of the statements that are false.
9. Snow falls often in Colorado but never in Georgia.
10. Seniors in high school are also called twelfth graders.

Test-taking Skills Group Assessment

As an alternative assessment, in lieu of a written formal paper or test, you are going to write, record, and perform a song about a given set of test-taking strategies.  Your song will be performed to instrumental (no words!) music of your choosing.  The topic of your song will be one of the following from the test-taking tips:

1. Anxiety
2. Before the Test (Part I, Getting Ready)
3. Before the Test (Part II, Meeting With Your Teacher)
4. During the Test
5. After the Test

Groups and topics will be assigned.  After you are assigned a topic and a group, your group will have part of two class periods (about 30 mins at the end of class each day) devoted to writing and practicing until our presentations on Wednesday.

Each group will require jobs:
1. Singer(s)- vocally perform the song/rap
2. Spokesperson-responsible for clarifying questions for the group and introducing the song during the presentation
3. Recorder-writes and types up the song (print enough copies for each group member and one for the teacher)-must also dance or perform in some way
4. Dancers/Performers- Acts out the song or comes up with a dance to enhance the performance of the song


STEPS:
1. Once you are assigned a group and topic, you want to review the notes/blog post on the given topic.
2. Decide who will do which jobs.  Everyone must have at least one job.
3. Have your recorder write down names of all group members and their jobs.
4. Your group will choose a song without words (instrumental only).  You will then write your own lyrics to the song using the test-taking tips you've been assigned.
5. Your group will write a song using the set of tips assigned.  You can change the words around if needed or add additional words, but it should not change the meaning of the tips.
6. Your recorder will type the words to your song.  During your presentation, you will be able to pull up the typed lyrics for your song and project them so the class can follow along.
7.  Your group should practice singing the song.  You may add dance steps to your song.  If you can't sing, dance.  If you can't dance, sing.  Everyone should participate.
8. Each group will present to the entire class on Tuesday and songs will be graded and scored.




Song/Presentation Expectations Rubric

1. All group members work equally on song ______ P/F
2. Song must pertain to and be relevant to your assigned section_______ P/F
3. Accompanying music must be instrumental_______ P/F

4. Song must be at least 20 lines______ 15 points
5. Song should have rhyme, rhythm and include a chorus________ 15 points
6. Song must have a title_____ 15 points
7. Presentation should be a minimum of 2 minutes and a maximum of 5 mins_______15 mins
8. You must turn in typed copy of your song______ 15 points
9. All group members should participate in the performance______ 15 points