Test Taking Strategy
[1] Reasons for Learning Test-Taking Skills
Purpose: To introduce the California Standards Test & CAT 6 testing schedule and
to motivate students to give their best effort to preparing for and taking the tests.
TEST DATES should be posted in the front of the Room and on the board.
Introduction:
•Ask students to give reasons for learning better test-taking skills. •Write a
few of their responses on the board.
•Ask students: What do driving a car, attending a four year college, enrolling
in the armed services, becoming a police officer, and attending medical
school have in common?
•ANSWER: All require a person to pass an exam.
•Please discuss the points below during this first Test-Taking Strategy session.
Help develop the idea that test-taking is a fact of life and students can benefit
in their school life and career by learning how to take tests better.
Why Bother?
1. Test scores give you a fair measure of your achievement.
2 Test taking is good practice for the PSAT, SAT, ACT, promotional exams and
graduate school exams.
3. Performance on the CST/CAT6 will be used as one factor in determining student
proficiency for culmination.
4 CST/CAT6 test scores become a permanent part of a student’s cumulative record.
5. The State of California requires schools to give their students these tests.
6. Our school is evaluated based on the test results of both the CST/CAT6. It is a
part of the school’s report card and the results are published for all to see.
7. The CST/CAT6 scores are used to compare schools. Good scores help to build
the reputation of the school in the community.
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Test Taking Strategy
[1A] BE HERE on TESTING DAYS
Purpose: To encourage students to make sure they are aware of the TESTING
DATES.
TEST DATES should be posted in the front of the Room and on the board.
Teacher-Directed Activity:
Remind students to:
 get plenty of rest the night before each testing day.
 eat a good breakfast the morning of each testing day.
 plan on getting to school in plenty of time so that you will not miss any part of
the test.
Teachers:
 do not assign any homework or work for students on the days of testing.

This Strategy can be repeated on a daily basis.
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Test Taking Strategy
[2] Use Your Time Wisely
Purpose: To encourage students to use the time allotted for each section of
the test wisely. TEST DATES should be posted in the front of the Room and on the board.
Introduction: This topic hinges on the students understanding the concept of
pacing. Use the analogy of a long-distance runner to explain this.
Teacher: Who knows what the term pace means?
Long distance runners especially must understand pacing. Pace is the constant
speed traveled (or run) over a certain distance. If a runner does not pace
him/herself, he or she will probably run out of energy before the distance is
covered.
So, if a distance is very long, a runner knows that he/she must be realistic about
his/her speed so that s/he can complete the distance without pooping out.
On the other hand, a sprinter must know that s/he only has a short amount of time
to run a certain distance, so h/she must actually plan to run quickly so as to finish
the distance before time runs out.
The same goes for taking tests. If you are given a lot of time but a few questions,
you can take your time at a slow pace. But , if there are a lot of questions and only
a little time, you must work at a quick pace to be able to answer all the questions
(to finish the distance within the time allowed.)
When you take these tests, you will know how many questions are on the test and
how much time you will have to complete that many questions. To figure out the
pace you must work at, do a simple division problem.
•You have 30 minutes to do 30 questions. How long for each question?
•You have 50 minutes to do 100 questions. How long for each question?
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Test Taking Strategy
[3] Following Directions & Using Time Wisely Purpose:To encourage students to follow all directions as part of their testing
strategy.
TEST DATES should be posted in the front of the Room and on the board.
Introduction: This topic hinges on the students understanding that following
directions is a crucial part of doing well on any
test.
Teacher: Here are some hints to help you 1. First, always listen to the directions given by the teacher.
2. Read the directions written on the test.
3. Ask the teacher if you do not understand the directions.
4. When you are filling in the bubbles on the answer sheet:
•Make sure you completely fill in the bubble.
•Fill in only ONE bubble for each question.
•When you change an answer, erase the “old bubble” completely.
•Do NOT make any extra marks on the answer sheet.
5. As you answer a question, be sure the number on the answer sheet matches the
number of the question in the test booklet.
USE YOUR TIME CAREFULLY & WISELY Teacher:
It is important to think about time when you are taking a test just like the long
distance runner and the sprinter. Most tests have time limits!
It is possible that you will know most of the answers and can get a high score.
However, if you do not use your time wisely you might not have time to answer all
the questions and end up with a lower score.
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Test Taking Strategy
HERE ARE SOME HINTS TO MAKE GOOD USE OF YOUR TIME 1. Always know how much TIME you have for the test.
2. During the test, DO NOT watch the clock but check it every once in a while so
you will know how much time is left. [The teacher will also put the time on the
Board]
3. When you begin the test:
•Do not spend too much time on hard questions. (Try not to get upset when
you cannot answer a hard question.)
•Remember easy questions are not just at the beginning of the test and that
you are not expected to know all of the answers.
•It is okay to make a light mark on your answer sheet next to the number of
the question you are skipping and wish to come back to later. (Be sure to
erase these light marks after you bubble in your answer.)
•When you have answered all the questions, go back and check your work.
 IF THE TEST HAD 25 QUESTIONS, MAKE SURE YOU HAVE ONE
BUBBLE FILLED IN FOR EACH QUESTION.
 DO NOT LEAVE ANY QUESTION BLANK.
 ANSWER EVERY QUESTION
Teacher: It is IMPORTANT to answer EVERY question even if you are not sure of
the answer. You may get it correct.
A. If you do not know the answer to a question, read it again.
B. Read each choice. Eliminate answers that you know are not correct.
C. Some answer choices are meant to trick you.
D. Difficult question s are mixed with easy questions.
E. Watch out for strong words such as ALWAYS, NEVER, ALL or NONE.
F. Mark the BEST answer, only after you have read all of the choices.
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Test Taking Strategy
G. Use all of your time. There are not extra points for finishing
early.
H. For paragraph reading:
•Read 1st paragraph and last paragraph to get the BIG PICTURE.
I. Then, read the questions.
J. Look back for details and answers. Don’t waste time memorizing the whole
paragraph.
 WITH 1 MINUTE REMAINING, BUBBLE IN THE 3RD CHOICE FOR
ALL REMAINING QUESTIONS. [Usually “C”]
FINAL WORD: •Tell yourself you are going to do your very BEST on the TEST.
•You will be able to answer many of the questions.
•Some questions will be hard and you may not know the answers, but that is
OKAY. There is no penalty for GUESSING!
•Tests are made so that students will not know ALL of the answers.
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Test Taking Strategy
[4] ELIMINATION STRATEGY
Purpose: To help students learn to eliminate wrong answers and increase their
chances of guessing the correct answer.
TEST DATES should be posted in the front of the Room and on the board.
Teacher: On standardized tests such as CST/CAT6, test makers must ensure that every wrong
answer is categorically wrong. For this reason, wrong answer choices are written to
formula-- the same wrong answer types appear on test after test. With practice,
students can learn to eliminate these wrong answer types, and increase their
chances of guessing the right answer.
Introducing Elimination Strategies: Students respond positively to the idea that they can use logic, intuition, and
critical thinking skills to get the correct answer -- even on questions on which they
are stuck. Although students cannot write on their test booklet, they should practice
physically crossing out an answer on their scrap paper.
 If you can’t figure out which answer is correct, try ruling out answers that you
know are wrong.
 On Math tests, rule out answers that are too big or too small.
 On Vocabulary and Reading tests, rule out answers that seem too extreme.
 On all tests, rule out answers that just “sound wrong.”
 Once you’ve ruled out an answer choice, you never have to look at it again-just focus on the choices that remain.
 Select the BEST answer. If you have some knowledge, but are not sure, take
your best guess. THERE IS NO PENALTY FOR GUESSING.
Practice the Process of Elimination: Javier is taking a trip to the beach. He is taking $900 with him. The hotel will cost
$78 a night. He is staying for 4 nights. How much will the hotel cost?
(a) $78
(b) $312
(c) $322
(d) $900
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Test Taking Strategy
[5] SKIPPING AROUND STRATEGY Purpose: To review the pattern of question difficulty in order to provide students
with strategies to answer easier questions first.
TEST DATES should be posted in the front of the Room and on the board.
Teacher: On standardized tests such as CST, every question is worth the same number of
points--whether it is easy or hard. Consequently, pacing is the key. Students cannot
afford to get bogged down on hard questions or difficult reading passages,
sacrificing opportunity to score points on later questions. The last question might
be the easiest question. To maximize their scores, students need to have a strategy
for skipping hard questions/passages and return to them later.
When to Skip Around On some tests, questions are neatly ordered in terms of increasing level of
difficulty. On others, the test makers alternate between easy and hard questions to
motivate students to finish each question set. To skip around effectively, students
must be able to diagnose when a question looks too hard or too time-consuming.
KEY POINTERS FOR STUDENTS:  Every question is worth the same number of points. ! Hard questions are often
followed by easier questions.
 On the test, you can expect to see some questions that might be too hard for
you. If you have no idea of the answer on these questions, just mark “C” or
the third answer choice.
 On these hard questions, just skip the question and return to it later.
 If you are skipping questions on the test, make sure you skip that same
question number on your answer grid.
 Do not leave any answers blank. When you do not know the answer mark
the letter “C” or the third choice.
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Test Taking Strategy
[6] EDUCATED GUESSING STRATEGY Purpose: To review strategies for making educated guesses to ensure that ALL
questions are answered. TEST DATES should be posted in the front of the Room and on the board.
Teacher: On tests where there is no wrong answer penalty such as the CST/CAT6, students
should never leave an answer blank. If there are 4 answer choices in a problem,
you have a 25% chance of guessing the answer correctly.
If you are running out of time, or stuck on a question, the best strategy to increase
your chances of guessing correctly is by making an educated guess. When making
an educated guess, you use everything you know to make an intelligent guess.
Educated Guessing involves eliminating answer choices that you think are wrong
and guessing from the choices that remain.
KEY POINTERS FOR STUDENTS:  A blank is a blank -- it means that you get no points. You should answer
EVERY question.
 A random guess gives you a 1 in 4 or 1 in 5 chance of guessing the correct
answer.
 An educated guess - ruling out one or more wrong answer - increases your
chances of guessing correctly.
 Educated guessing means using everything you know to attempt to answer the
question.
 If you do not have any idea or knowledge to make an educated guess, then
you should guess by marking “C” or the third choice. Do not leave any
questions blank.
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Test Taking Strategy
7 QUESTION CLUE WORDS STRATEGY Purpose: To teach students how to strategically look for clue words that exist in
test questions which can help lead them to possible correct answers.
TEST DATES should be posted in the front of the Room and on the board.
Teacher: There are certain clue words that test makers use when they write test questions.
These clue words help you to eliminate incorrect answers and narrow down
possible correct choices.
[WRITE THE FOLLOWING INFORMATION ON THE BOARD]
CLUE WORDS IN TEST QUESTIONS -­‐ THE 6W’s & 2H’s Who?
What?
When?
Where?
Why?
Which?
How?
How many?
Teacher: Each question you just copied is a clue that will sometimes point you to
the correct answer.
Key Word 1. Who?
2. What?
3. When?
4. Where?
5. Which?
6. Why?
7. How?
8. How many?
What to look for in the answer? Name a person
Name a thing
Name a time
Name a place
Name a choice
Give a reason
The way something is done
Give an amount or number
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Test Taking Strategy
[8] USING VERBAL CLUES STRATEGY Purpose: To teach students techniques for recognizing verbal clues used in
standardized tests. TEST DATES should be posted in the front of the Room and on the board.
Teacher: Many tests contain short passages or stories that are followed by
questions about the passage. A verbal clue is a written indicator which serves as a
guide in solving something.
HELPFUL HINTS TO USE:  First, skim the information and questions. Then read the information carefully
and examine all the answer choices.
 It is very rare to find the correct answer choice in exactly the same words that
are presented in the question.
 There is usually only ONE appropriate answer.
 Pay particular attention to words in answer choices such as: ALL, NONE,
MUST, ALWAYS, NEVER, EACH and EVERY. These words are signal
absoluteness and often imply wrong answer choices.
Negative clue words that often appear in wrong answers ALL NONE ALWAYS NEVER MOST Watch statements that include qualifying words such as SOME, GENERALLY,
SOMETIMES, USUALLY, and FREQUENTLY. These words are often used to throw
you off track in a correct answer.
Positive clue words that often appear in correct answers SOME SOMETIMES GENERALLY Page 11 of 23
USUALLY FREQUENTLY Test Taking Strategy
Read all questions carefully because some test items require you to indicate which
answer choice is NOT a correct answer.
Teacher: Now, I will give you a short example of how these clue words can help
you when making a wise guess on a test question:
Why is taking a standardized test [CST] important?
a. because all students who don’t take the test will have to repeat the 8th grade.
b. because some students may receive special scholarships for doing well.
c. because most schools will close down if students perform terribly on the test.
d. because the CST/CAT6 always shows how smart you are.
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Test Taking Strategy
[9] USING CONTEXT CLUES STRATEGY Purpose: To teach students techniques for using the context of the question to help
find the answer to a test question. TEST DATES should be posted in the front of the Room and on the board.
Teacher: The context of a word includes all the words and sentences that surround
it and the situation in which the word is used. While reading, you can often use the
context clues to figure out the meanings of unfamiliar words.
[WRITE THE FOLLOWING ON THE BOARD - STUDENTS COPY]:
Definitions
Example
Synonyms
Comparison
Contrast
Cause and Effect
[STUDENTS SHOULD TAKE BRIEF NOTES NEXT TO EACH]
1. Definitions or Restatements: words that define the unfamiliar word or restates it
in other words.
2. Examples: words that suggest the meaning of the unfamiliar word by describing
what it means.
3. Synonyms: words or phrases that are similar in meaning to the unfamiliar word.
4. Comparison: an unfamiliar word or meaning compared to a familiar word or
meaning.
5. Contrast: an unfamiliar word or meaning contrasted with a more familiar word
or meaning.
6. Cause and Effect: the thing named by an unfamiliar word is related to the cause
or effect of some action, feeling or idea.
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Test Taking Strategy
Teacher: Now, I am going to read you some sample sentences with vocabulary
words in them. Try to use your context clues to figure out
the words I emphasize:
1. She was totally enervated, or weakened, by the difficult task.
Teacher: “What does ENERVATED mean and what helped you figure it out?”
[Definition = weakened - a restatement of the word]
2. We wanted to plant a row of conifers - pine trees, fir trees, or blue sprucesbehind the school.
Teacher: “What does CONIFERS mean and what helped you figure it out?”
[Definition= evergreen trees or shrubs - examples given in the sentence.]
3. At first, I was attracted by the newness of the task of pruning the rose bushes.
However, the novelty quickly wore off and I became bored.
Teacher: “What does NOVELTY mean and what helped you figure it out?”
[Definition = newness - synonym is used.]
4. A ship’s hawser is often the strongest of all its ropes.
Teacher: “What does HAWSER mean and what helped you figure it out?”
[Definition = one of the ropes used on a ship - a comparison.]
5. Carmen seems very mature, but her brother is incredibly puerile.
Teacher: “What does PUERILE mean and what helped you figure it out?”
[Definition = childish or immature - a contrast is used.]
6. The temperature rose to a sweltering 107 degrees Fahrenheit.
Teacher: “What does SWELTERING mean and what helped you figure it out”?
[Definition = extremely hot temperature - a cause and effect]
REVIEW What are the 6 context clues you can use to help you figure out the meaning of
unfamiliar words?
Definition
Example
Synonyms
Contrast
Cause and Effect
Comparison
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Test Taking Strategy
10 “WHAT’S THE BIG IDEA” STRATEGY
Purpose: To teach students techniques for using any reading segment on the
standardized test, not just the Language Arts section.
TEST DATES should be posted in the front of the Room and on the board.
Teacher: Write this on the Board - Students copy.
What is the BIG Idea? Fictional – Events and characters that make up the story Functional – The purpose (to do something) Textual – The point the author is trying to make (teach) Teacher: Many reading selections on standardized tests like the CST/CAT6 expect
you to be able to understand the BIG IDEA of the selection, not the specific details.
So, the skill required in finding “What’s the Big Idea” is being able to summarize
what the passage is about in your own words.
This is like seeing a movie, and explaining it to your friend in a sentence or two.
The best way to do this is to predict what the Big Idea would be without looking
ahead to the questions or their answers.
[Teacher point to the chart on the Board]
 This means that for FICTIONAL passages, look for what the story is about. ̈
 In FUNCTIONAL passages, find the Purpose or Procedure being shown or
taught.
 For TEXTUAL passages, look for the point the author is trying to make or teach.
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Test Taking Strategy
Teacher: Let’s try the following. With the passages that I am going to read to you,
listen for what kind of passage it is, and PREDICT “The Big Idea”:
Passage 1: “Reconstruction of extinct animals from their fossil bones is a challenging and
exacting science. Fossil skeletons almost never survive intact. The bones of one
animal may be scattered far and wide by scavengers or water. Fragments of several
animals may come to rest in he same stream-bed or sandbar, and careful pains
must be taken not to mismatch them. As a result, paleontologists must spend years
studying the skeletons of living animals, documenting form and function and
comparing anatomical details of related creatures.”
Teacher: “What kind of passage is it?” “Is is FICTIONAL, FUNCTIONAL, or
TEXTUAL?” Teacher: “And what do you think is the Point the author is trying to make”? [It is difficult to reconstruct the skeletons of extinct animals.]
Passage 2: “How to Make a Green Carnation”
Materials: 1 white carnation, green food coloring, a glass jar, and water.
Steps:
1. Fill the glass with water and 10 drops of food coloring.
2. Place the white carnation in the solution. 3. Wait 3 days and you will have a
green carnation
Teacher: “What kind of passage is it?” “Is is FICTIONAL, FUNCTIONAL, or
TEXTUAL?”
Teacher: “And what do you think is the Point the author is trying to make”?
[Instructions for how to......]
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Test Taking Strategy
Passage 3: “As a tailor, Dina was not skillful, although her mother had carefully prepared her
for the job, according to her family’s tradition. Dina’s talent lay rather in observing,
analyzing, and explaining the behavior she saw around her. For example, the way
the knee happened to bend and make a dress appear longer than it was did not
escape her eye when pinning up some soft gray wool about an aging calf. Though
her clients never noticed it, the crudity of her manual work contrasted sharply with
her experience in human affairs.”
Teacher: “What kind of passage is it?”
“Is is FICTIONAL, FUNCTIONAL, or TEXTUAL?”
Teacher: “And what do you think is the Story the author is trying to make”?
[A description of Dina’s talents....]
REVIEW What are the three kinds of passages you will find on standardized tests such as
CST/CAT6?
FICTIONAL, FUNCTIONAL, or TEXTUAL
What are the 2 steps in finding the “Big Idea”?
1. Identify the type of passage
2. Predict the Big Idea
The Big Idea of Fictional passages are...?
•The characters and events that make up the story.
The Big Idea of Functional passages are...?
•What purpose or procedure is being shown or taught.
The Big Idea of Textual passages are...?
•The point the author is trying to make or teach.
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Test Taking Strategy
[11] ESTIMATION STRATEGY Purpose: To teach students techniques for using estimation strategy in solving math
problems. Estimating involves rounding off and making an educated guess.
TEST DATES should be posted in the front of the Room and on the board.
Teacher: “The idea is to ask yourself “Is the answer reasonable”?
For example: If oranges are 99 cents a pound, how much would you pay for 6 pounds?
In order to find the answer quickly, you rounded 99 cents to $1
Estimating is making an educated guess based on a rough idea or approximation.
In Math, estimating is an approximate answer obtained by rounding the numbers
BEFORE you add, subtract, multiply, or divide.
For example: “Can you estimate the answer for 3.14 times 4?
“Can you estimate the following without writing the numbers in columns and
adding them up? What is 325 + 917 + 796?
“Mrs. Martinez bought 19 yards of material to make curtains for her kitchen
windows. The material cost $9.95 a yard. What is the estimated total cost of the
material?
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Test Taking Strategy
[12] Test-­‐Taking Skill •How many shares were sold in March?
•Compare the sales of shares in January to sales in May.
•During what months was the increase the highest?
•Can you see a trend from this data?
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Test Taking Strategy
[13] MARKING ANSWERS STRATEGY Purpose: To increase students awareness of the importance of marking answers in
a prescribed form, in correct answer spaces. TEST DATES should be posted in the front of the Room and on the board.
Teacher: Discuss the following strategies with your students:
 All answers are to be recorded on separate answer sheets.
 Make sure your name in on the answer sheet each time you take a portion of
the CST/CAT6 test.
 All answers MUST be recorded using a No. 2 pencil.
 Always mark your answer choices neatly, within the designated area. Make
sure all answers are completely bubbled and dark enough to be read by a
machine scoring device.
 If you make a mistake or decide to change your answer completely erase your
first answer.
Then mark your new answer choice.
Avoid any extra markings on your answer sheet. These markings can be read by the
scoring machine and may be read as an answer.
If you don’t know an answer, leave it blank, and mark a light “x” next to the
number on your answer sheet. Be sure to return to any skipped questions later,
answer them, and erase the “x”.
Be very careful about “misgridding”. Always double check to make sure the
number of the question you are answering is on the correct answer space on the
answer grid.
Only one answer should be marked for each question. Any question with more
than one answer will be marked wrong.
When your teacher lets you know that time is almost up, go back to those
questions that you have not answered and mark them with a “C” or the third
choice.

DO NOT LEAVE ANY ANSWERS BLANK.
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Test Taking Strategy
[14] Reducing Test Taking Fears Purpose: To allay fears and anxiety students may have about taking these
standardized tests.
TEST DATES should be posted in the front of the Room and on the board.
Teacher: You will provide your students with information and help them develop strategies
for reducing misconceptions and anxieties about test taking.
Teacher: “Do you get nervous when taking tests? Would you get more nervous taking your
California driving test? Does your anxiety keep you from performing well?
“Psychologists tell us that a little anxiety is a good thing but too much can harm
performance.”
You are only expected to try your best; you are not expected to know all the
answers. If you have given these tests your best effort, then you have succeeded.
These tests, the CST/CAT6 are required and are important, but they are not
punitive. The scores you receive on these tests will not be available until the
middle of August, so they will in no way be part of your grade. However, the
collective results of these tests will be important to me as your teacher because it
will reflect the level of academic achievement we have as a school and will be
used to compare our school to all other middle schools in California. It will also
give the community a picture of our school and its efforts to improve academic
achievement.
Accurate test scores can be used by students, parents and teachers to ensure that
you receive appropriate instruction.
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Test Taking Strategy
[14A] Test Taking Tip to Reduce your Anxiety You need to know how to relax through your awareness between anxiety and
calm.
1. Gritting teeth, biting your nails, making fists or having sweaty palms are some
indicators of anxiety...
2. Practice relaxation techniques: take a deep breath exhale quickly and allow your
body to relax.
3. Use the strategies that we have discussed and practiced and you will feel more
confident and less nervous.
4. During the test, you should:
 Make sure you know what to do before the test begins. Ask questions.
 Think about one item at a time.
 Read every word carefully.
 Know that there are easier questions paced throughout the test. Answer the
easy questions first. Answer the more difficult questions later.
 Answer EVERY question. Make intelligent guesses. Select “C” or the third
choice for questions for which you have no knowledge or no intelligent
guess.
DO YOUR BEST ON THE TEST!
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Test Taking Strategy
[15] Final Review for Test Taking Skills Purpose: To provide a final review of test-taking skills.
TEST DATES should be posted in the front of the Room and on the board.
Teacher: This is the final opportunity to review all of the test-taking strategies that
you have discussed with your students. While many of the strategies have been
repeated in these sessions, the more the students hear them, the more likely they
will remember them.
As part of your classroom instruction, please review each of these strategies as well.
Remind students to:  get plenty of rest the night before each testing day.
 eat a good breakfast the morning of each testing day.
 plan on getting to school in plenty of time so that you will not miss any part of
the test.
 Be sure to read all written directions carefully and listen to all verbal directions.
 Don’t spend too much time on difficult items. Answer easier questions first.
 Examine all answer choices and eliminate ridiculous or wrong answers.! Select
the BEST answer. If you have some knowledge, but are not sure, take your best
guess.
 Be sure to fill-in the answer bubbles completely and neatly. Erase all stray
marks from the answer sheet.
 When you have one minute left, mark all unanswered questions “C” or the third
choice.
 Use your time wisely! If you finish early, be sure to review the entire test,
checking that each item has only one bubbled answer.
 Remember to watch for keywords that are in BOLDFACE, underlined, and
written in all CAPITALS.
 Remain relaxed and calm and make every effort to do your best on the test.
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