Academic Strategies for the Health Care Profession Robyn Gottlieb E-mail: [email protected] @Kaplan.edu AIM: r4132

Academic Strategies for the Academic Strategies for the Health Care ProfessionHealth Care Profession

Robyn GottliebRobyn Gottlieb

E-mail: rgottliebE-mail: [email protected]

AIM: r4132AIM: r4132

Welcome to Unit 4Welcome to Unit 4Test Taking SkillsTest Taking Skills

Don’t just give up trying what you really want to do. Where there’s Don’t just give up trying what you really want to do. Where there’s love andlove and

inspiration, I don’t think you can go wrong.inspiration, I don’t think you can go wrong.

--Ella FitzgeraldElla Fitzgerald

Unit 4: Test-Taking SkillsUnit 4: Test-Taking Skills

In this unit, you will learn testIn this unit, you will learn testtaking strategies, identify yourtaking strategies, identify yourtest anxiety and learn new waystest anxiety and learn new waysto reduce test anxiety. After to reduce test anxiety. After reviewing these concepts, youreviewing these concepts, youwill create a test taking plan. will create a test taking plan.

You will then apply the skillsYou will then apply the skillsfrom this unit when taking the from this unit when taking the

unit 8 exam.unit 8 exam. (Don’t panic!)(Don’t panic!)

Unit 4 AssignmentsUnit 4 Assignments

Discussion Board QuestionDiscussion Board Question

Reading AssignmentsReading Assignments *Announcements*Announcements on the Course Home page. on the Course Home page. *Power Up Text*Power Up Text: Review Chapter 10, pages 74-75: Review Chapter 10, pages 74-75

Online Learning Activities Online Learning Activities *This week's learning activities are designed to help you with test *This week's learning activities are designed to help you with test taking. Check out the presentations for test anxiety, test-taking taking. Check out the presentations for test anxiety, test-taking preparation and play the Jeopardy-style game for review!preparation and play the Jeopardy-style game for review!

Seminar Option 1 or 2Seminar Option 1 or 2

Unit 4 Mini projectUnit 4 Mini project

Test AnxietyTest Anxiety

As you may have already experienced in your life,As you may have already experienced in your life,

some anxiety is good for you. It can keep yousome anxiety is good for you. It can keep you

alert, attentive, and keep you motivated. On thealert, attentive, and keep you motivated. On the

other hand, some stress can have adverse affectsother hand, some stress can have adverse affects

causing you to forget important information, andcausing you to forget important information, and

become very nervous before taking an exam.become very nervous before taking an exam.

The good type of anxiety is called FACILITATING The good type of anxiety is called FACILITATING ANXIETYANXIETY

and the bad type of anxiety is called DEBILITATINGand the bad type of anxiety is called DEBILITATING

ANXIETY.ANXIETY.

Facilitating AnxietyFacilitating Anxiety

*Keeps you motivated to succeed.*Keeps you motivated to succeed.*Does not hinder test preparation and test-*Does not hinder test preparation and test-

taking abilities.taking abilities.*This type of anxiety may ENHANCE your *This type of anxiety may ENHANCE your

test-taking performance.test-taking performance.

Debilitating AnxietyDebilitating Anxiety

*Has a negative effect and impact on a student’s test*Has a negative effect and impact on a student’s test preparation and test taking abilities.preparation and test taking abilities.*Escalates and becomes more severe.*Escalates and becomes more severe.

Examples:Examples:*Waiting until the last minute to study for a test or *Waiting until the last minute to study for a test or

prepare for a presentation.prepare for a presentation.*Feeling nervous and unprepared.*Feeling nervous and unprepared.*Taking the test at the last minute.*Taking the test at the last minute.*Rushing through the questions to answer them on *Rushing through the questions to answer them on

time.time.*Missing a deadline or being unprepared for a meeting.*Missing a deadline or being unprepared for a meeting.

Anxiety SurveyAnxiety Survey

Instructions: Please write down the number for eachInstructions: Please write down the number for eachquestion that comes closest to describing YOU on a question that comes closest to describing YOU on a

scale of scale of 1 to 5. Read each question carefully and be honest.1 to 5. Read each question carefully and be honest.

1. Nervousness while taking an exam or test hinders me from 1. Nervousness while taking an exam or test hinders me from doing well.doing well.

Always 1 2 3 4 5 Never Always 1 2 3 4 5 Never 2. I work most effectively under pressure, when the task is 2. I work most effectively under pressure, when the task is

very important.very important.Always 1 2 3 4 5 NeverAlways 1 2 3 4 5 Never

3. In a course where I have been doing poorly, my fear of a 3. In a course where I have been doing poorly, my fear of a bad grade cuts down my efficiency.bad grade cuts down my efficiency.

NEVER 1 2 3 4 5 AlwaysNEVER 1 2 3 4 5 Always

Survey con’tSurvey con’t..4. When I am poorly prepared for an exam or test, I get upset 4. When I am poorly prepared for an exam or test, I get upset

and do less well than even my restricted knowledge should and do less well than even my restricted knowledge should allow.allow.

Never 1 2 3 4 5 AlwaysNever 1 2 3 4 5 Always

5. The more important the examination, the less well I seem 5. The more important the examination, the less well I seem to do.to do.

Always 1 2 3 4 5 NeverAlways 1 2 3 4 5 Never

6. While I may (or may not) be nervous before taking an 6. While I may (or may not) be nervous before taking an exam, once I start, I seem to forget to be nervous.exam, once I start, I seem to forget to be nervous.

Always forget 1 2 3 4 5 Never forgetAlways forget 1 2 3 4 5 Never forget

Survey con’t.Survey con’t.

7. During exams or tests, I block on questions to 7. During exams or tests, I block on questions to which I know the answers, even though I which I know the answers, even though I remember them as soon as the exam is over.remember them as soon as the exam is over.

Always 1 2 3 4 5 NeverAlways 1 2 3 4 5 Never8. Nervousness while taking a test helps me to do 8. Nervousness while taking a test helps me to do

better.better.


9. When I start a test, nothing is able to distract me.9. When I start a test, nothing is able to distract me.



10. In courses in which the total grade is based 10. In courses in which the total grade is based mainly on one exam, I seem to do better than mainly on one exam, I seem to do better than other people.other people.


11. I find that my mind goes blank at the beginning 11. I find that my mind goes blank at the beginning of an exam, and it takes me a few minutes before of an exam, and it takes me a few minutes before I can function.I can function.

Always true 1 2 3 4 5 Never trueAlways true 1 2 3 4 5 Never true

12. I look forward to exams.12. I look forward to exams.



13. I am so tired from worrying about an exam that I find I almost 13. I am so tired from worrying about an exam that I find I almost don't care how well I do by the time that I start the test..don't care how well I do by the time that I start the test..


14. Time pressure on an exam causes me to do worse than the 14. Time pressure on an exam causes me to do worse than the rest of the group under similar conditions.rest of the group under similar conditions.


15. Although 'cramming' under pre-examination tension is not 15. Although 'cramming' under pre-examination tension is not effective for most people, I find that if the need arises, I can effective for most people, I find that if the need arises, I can learn material immediately before an exam, even under learn material immediately before an exam, even under considerable pressure, and successfully retain it to use on the considerable pressure, and successfully retain it to use on the exam.exam.



16. I enjoy taking a difficult exam more than an easy one.16. I enjoy taking a difficult exam more than an easy one.


17. I find myself reading exam questions without understanding them 17. I find myself reading exam questions without understanding them and I must go back over them so that they will make sense.and I must go back over them so that they will make sense.


18. The more important the exam or test, the better I seem to do.18. The more important the exam or test, the better I seem to do.Always 1 2 3 4 5 NeverAlways 1 2 3 4 5 Never

19. When I don't do well on a difficult item at the beginning of an 19. When I don't do well on a difficult item at the beginning of an exam, it tends to upset me so that I block on very easy questions exam, it tends to upset me so that I block on very easy questions later on.later on.


Survey ResultsSurvey Results

Scoring: Debilitating Anxiety refers to anxiety that has a negative Scoring: Debilitating Anxiety refers to anxiety that has a negative impactimpact

on your test performance and is more indicative of a 'test anxiety‘on your test performance and is more indicative of a 'test anxiety‘problem. If you Debilitating Anxiety score is problem. If you Debilitating Anxiety score is greater thangreater than 22 points 22 points

youyoumay want to complete the "may want to complete the "Test Anxiety Workshop.“.“

Facilitating Anxiety refers to anxiety that does not hinder yourFacilitating Anxiety refers to anxiety that does not hinder yourperformance on an examination and actually may result in improvedperformance on an examination and actually may result in improvedperformance. If your score is performance. If your score is less thanless than 21, you may want to examine 21, you may want to examineways to improve your ability to motivate or "pump yourself up" for anways to improve your ability to motivate or "pump yourself up" for anexamination.examination.

You do not have to deal with this alone. Seek assistance! You do not have to deal with this alone. Seek assistance! Call Call Counseling and Wellness ServicesCounseling and Wellness Services at 937- at 937-775-3407775-3407. .

from: Alpert, R. & Haber, R. N. (1960). Anxiety in academic achievementfrom: Alpert, R. & Haber, R. N. (1960). Anxiety in academic achievementsituations. situations. Journal of Abnormal and Social Psychology, 61Journal of Abnormal and Social Psychology, 61, 201-215., 201-215.

Test PreparationTest PreparationTest-Taking Formats and Strategies

Multiple Choice:Eliminate answers you know are wrongDon’t look for patternsRead all the answers before making a final choiceWatch for “all of the above” and “none of the above.”

Matching:First match up the ones you know for sureCheck to see if there are the same number of statements as answers, or ifsomething might be left-over.

True-False:Watch the exact wording: if any part of the statement is false, then the entirestatement is false. The opposite is not necessarily true.Don’t look for patterns and watch out for these keywords: Every, never, andAlways, usually, sometimes, and generally

Test Preparation con’t.Test Preparation con’t.

Fill-in-the-blankRe-read the sentence after filling it in to make sure it makes sense.Watch your spelling.Study vocabulary if you know there will be fill-in-the-blank questions.

Short AnswerCheck for multiple parts, such as “give a list and describe,” so that

you givecomplete answers.Proofread!Be concise and precise.

Essay QuestionsPlan and be observant of the time.Organize with a topic sentence, then give details, and summarize.Give facts, not opinions (unless specifically requested).Proofread for spelling, punctuation, and grammar.

Studying Like a ProStudying Like a ProRead the material. Get to know the chapter titles, the table of contents, and the

glossary. This will give you a broad overview of the topic prior to getting down to the specifics.

Find a quiet study space where you will stay awake and alert. Beds and comfortablechairs invite naps, not learning. Create an inviting place with plenty of light and

space tospread out your materials.

Learn the general information before tackling the details.

Stand up once in a while and read a small section of material aloud. Hearing theinformation as well as seeing it helps to commit it to memory.

Use tricks to help you remember. Draw diagrams, create associations, make up rhymes or

invent silly sentences to help you remember.

Tape record some of the information and listen to it in your car. Be sure to use aninteresting voice. You don’t want to bore yourself!

Studying Like a Pro con’t.Studying Like a Pro con’t.Teach the material to someone else. The dog might be a willing volunteer if no one elsecan be persuaded to listen.

Design flash cards. Carry them everywhere and use a few spare minutes to test yourknowledge.

Briefly review the material about an hour after first learning the information. This helpscommit it to long term memory.

Divide large projects into small ones. Memorize just the first part of a diagnosis one dayand then add the rest the next day.

Make what you are learning meaningful to you. This knowledge will be useful someday ifit is not already!

Divide your studying time into smaller time frames to help the material transfer from short

term to long term memory. Frequent short study sessions are much more effective thanone long “all-nighter”.

M.U.R.D.E.R.: A Study M.U.R.D.E.R.: A Study SystemSystem

Mood:Set a positive mood for yourself to study in.Select the appropriate time, environment, and attitude

Understand:Mark any information you don't understand in a particular unit;Keep a focus on one unit or a manageable group of exercises

Recall:After studying the unit, stop and put what you have learned into your own words

Digest:Go back to what you did not understand and reconsider the information;Contact external expert sources (e.g., other books or an instructor) if you still cannot understand it

Expand:In this step, ask three kinds of questions concerning the studied material:

If I could speak to the author, what questions would I ask or what criticism would I offer? How could I apply this material to what I am interested in? How could I make this information interesting and understandable to other students?

Review: Go over the material you've coveredReview what strategies helped you understand and/or retain information in the past and apply these to your current studies

Adapted from Hayes, John R., The Complete Problem Solver, Lawrence Erlbaum Publishers, Hillsdale, NJ: 1989. ISBN: 0805803092

Unit 4 Discussion BoardUnit 4 Discussion Board

Before you participate in discussion this week, take the Before you participate in discussion this week, take the Test AnxietyTest AnxietyAssessmentAssessment accessible via the button located on the Unit 4 accessible via the button located on the Unit 4

DiscussionDiscussionpage. If you score a Debilitating Anxiety score page. If you score a Debilitating Anxiety score greater than 22 greater than 22

points,points,then complete the then complete the Test Anxiety WorkshopTest Anxiety Workshop using the other button using the other buttonlocated on the Unit 4 discussion page. located on the Unit 4 discussion page. When you are ready, respond to the discussion questions for Unit 4.When you are ready, respond to the discussion questions for Unit 4.Your initial responses should be in the 100-word range (approximatelyYour initial responses should be in the 100-word range (approximately7-10sentences). Of course, you are welcome to elaborate further. 7-10sentences). Of course, you are welcome to elaborate further. Take time to review the responses of your classmates and reply withTake time to review the responses of your classmates and reply withcomments to a comments to a minimumminimum of two of them. of two of them.

Unit 4 Mini Project GuidelinesUnit 4 Mini Project Guidelines

For this mini-project, you need to list 8-10 ideas that canFor this mini-project, you need to list 8-10 ideas that canhelp you be a better test taker. You can include pre test, help you be a better test taker. You can include pre test,

during test, andduring test, andpost test ideas. Make this a checklist for yourself so that you post test ideas. Make this a checklist for yourself so that you

can use itcan use iton all tests.on all tests.

Use the template located on the Unit 4 Project page and on theUse the template located on the Unit 4 Project page and on thefollowing slide to develop your plan. following slide to develop your plan.

Unit 4 Mini Project TemplateUnit 4 Mini Project Template

Name: Name:

Course & Section:Course & Section:

Date:Date:

Create Test Taking PlanCreate Test Taking Plan After taking the quizzes in units 1, 2, & 3; you are ready to review your test taking strategies. After taking the quizzes in units 1, 2, & 3; you are ready to review your test taking strategies.

Analysis of the previous tests-Analysis of the previous tests- Write a paragraph ( Write a paragraph (at leastat least 5-7 sentences) analyzing how you did on previous tests. 5-7 sentences) analyzing how you did on previous tests. You can include ideas about self testing, test taking, and test anxiety. Remember these are categories on the LASSI. You can include ideas about self testing, test taking, and test anxiety. Remember these are categories on the LASSI. Also analyze the questions you missed. Do you see patterns in why you missed those questions? Also analyze the questions you missed. Do you see patterns in why you missed those questions?

Think about ideas that can help Think about ideas that can help youyou better manage your test taking. List 5 ideas that can help you be a better test taker in better manage your test taking. List 5 ideas that can help you be a better test taker in each area (pre-test, during test, and post-test ideas). Write in complete sentences and each area (pre-test, during test, and post-test ideas). Write in complete sentences and include a rationale (why) include a rationale (why) each each of these is a good idea for you. Make this a checklist for yourself so that you can use it on all tests.of these is a good idea for you. Make this a checklist for yourself so that you can use it on all tests.

Examples:Examples: I will review my notes for ½ hour each day (pre-test) because I retain more information when I review on a daily basis I will review my notes for ½ hour each day (pre-test) because I retain more information when I review on a daily basis

instead of cramming the night before. instead of cramming the night before. I will write at least 10 test questions to review with my study group (pre-test) because this will also help me learn and I will write at least 10 test questions to review with my study group (pre-test) because this will also help me learn and

retain information as well as use self testing strategies. retain information as well as use self testing strategies. During the test, I will turn off my cell phone (during test) because I am too distracted with calls and text messages. I During the test, I will turn off my cell phone (during test) because I am too distracted with calls and text messages. I

need my full concentration on the test. need my full concentration on the test. After the test, I will go for walk to clear my mind. (post-test) so that I can relax and be ready to being studying for the After the test, I will go for walk to clear my mind. (post-test) so that I can relax and be ready to being studying for the

next unit. next unit. ..

Unit 4 Mini Project TemplateUnit 4 Mini Project Template Pre test Pre test 1.1. 2.2. 3.3. 4. 4. 5.5. During TestDuring Test 1.1. 2.2. 3.3. 4.4. 5.5. Post TestPost Test 1.1. 2.2. 3.3. 4.4. 5.5.

Questions?Questions?

Motivational QuotesMotivational Quotes

Life is not about waiting for the storms Life is not about waiting for the storms to pass...it's about learning to dance in to pass...it's about learning to dance in the rain.~the rain.~Vivian GreeneVivian Greene

Sometimes our candle goes out, but is Sometimes our candle goes out, but is blown into flame by an encounter with blown into flame by an encounter with another human being.~another human being.~Albert Albert SchweitzerSchweitzer

When we have done our best, we should When we have done our best, we should wait the result in peace.~wait the result in peace.~J. LubbockJ. Lubbock

Documents

Academic Strategies for the Health Care Profession Robyn Gottlieb E-mail: [email protected] @Kaplan.edu AIM: r4132