Tips on taking stateboard
•
•
•
•
•
•
TIY to relax (easier said than done)
Get a good nights sleep
Wear comfortable clothes (preferably in layers so you can adjust to the room temperature)
Leave early to the testing site.
A void looking at your notes just as your ready to take the test.
Listen carefully to the instructions.
Answering the Questions
My understanding is that many of the stateboard questions are situational with a lot of
information. To keep from getting overloaded you may 'want to approach the question by:
• Determining what the question is asking you
• Determining relevant facts about tbe client
• Rephrasing the question
• Choosing the best option
WHAT'S THE QUESTION ASKING?
•
•
•
Read the question a couple of times.
lfthe answer isn't obvious, then try replu'asing it in simpler terms.
Making the question less intimidating will hopefully help you come up with the right answer.
\VHAT FACT'S ABOUT THE CLIENT ARE RELEVANT?
•
•
Start by asking whether the information provided about the client is no! releV3Jlt
Then determine \\'hat you do know about the client.
For example:
\Vhile the client was out ,,,,itll his Father shopping for a new coat, he slipped on a spilled
coke and fell down some stairs sustaining injuries. His Father was very upset and
immediately returned him to the unit. The client was seen by a Physician and put on bed
rest. The client is weak and requires some assistance with ADL's. The Psychiatric
Technician can help the client to maintain muscle tone through which of the folIovdng
nursing actians?
1. Getting the cl ient out of bed and walking around
2. Providing range-of-motion (ROM) exercises
3. Limiting the clients activities
4. Encouraging the client to turn himself in beu--r-_ __
D,S1feaC orJ5
What is not relevant?
• Whi:e the client is cut with his fatl:cr
a nc\v coat
• The client slipped on a coke
• His father was very upset and immediately returned to the unit
\Vhat is relevant?
• Client sustained injuries
• The client is on bed rest
• The client is weak (maybe)
Rephrase the Question:
For a client who has sustained injuries and CalIDot get out of bed what can I do to help maintain
his muscle tone?
Choose the best answer:
Now that you have the releval1t infom1ation it's time to select and option. Consider: • If client were on bed rest you wouldn't be getting them out of bed so #1 is incorrect.
• You wouldn't be limiting the clients activities unless it was ordered by a Doctor, so #3 is not
correct
• While it is good to encourage a client to turn themselves in bed so their skin doesn't
breakdown this answer does not address the question because turn does not help muscle tone.
So # 4 is incorrect
• Providing range of motion exercises can be done in bed, helps with muscle tone and does not
is the best answer.
put undue stress on the joints. So
When it seems as if more than one option is correct then you would look for phrases in the
question like:
Most appropriate
Best
First (what would you do first)
Last
Next
Most useful
Most suitable
These questions ask you to determine priority. Determining priority means deciding which
answer is best, most appropriate, or should be implemented first.
Strategies:
Regardless of the type of questions or the number of options that seem correct, a few key
strategies will help you detennine the correct answer:
• Consider the nursing process
• Refer to Maslow's hierarchy of needs
.. Reviewing client s3fety
• Reflecting on principles of therapeutic communication
t
When a question asks you what you should do in a situation, use the nursing process to determine which step in the process would be ~ex.t:
Nursing proces.s
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The nursing process can help you examine a question to come up with the COITect answer. According to the nursing process, data collection is before planning, which comes before implementation, which comes before evaluation. So if a question asks you to assess a situation and two of the answers address assessing the situation and two are implementing a plan, then you can disregard the two implementations and you have a 50-50 chance of picking the conect assessment answer. From that point you want to look at the remaining answers and reaJly evaluate if they relate to the question being asked. Example: A client is returned from a small procedure in which they were sedated. Before offering the /.J : ; oaj/)~
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elien,t food, which of the fa I, 10, wing actions should be taken?
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Assess before intervening
From the Nursing process you know that you must assess the client before you do an intervention. You want to look at the question to see if there is enough data information to do an assessment. There is NOT enough information in this question to go directly to an intervention. Therefore, you know that number 3 and 4 are out because they are interventions. That leaves you with 1 and 2, which both refer to collecting data. The answer would be 2. The reason the answer would be two is because you a client who is not awake while taking in food could have a compromised gag reflex and could also be at risk for aspiration. Why wouldn't you choose the first answer about monitoring the client's respiratory status? Because the question is specifically asking about offering the client food, an action that would not be taken if the client's respiratory status was at all compromised. In this case, you are making a judgement based on the phrase "Before offering the client food." If the question asks what the client needs, it is useful to use "Maslow's hierarcby of needs to determine which need to address first. Maslow's theory states that Physiological needs,
as the need for
food, \vater, elimina60n, temperature control, movement, rest, comfort, freedom from pain, shelter, are the most basic needs of aIL Only after physiological needs are met can safety needs be addressed. Only after safety concerns have been met can concerns regarding love and belonging be addressed.
/\ /
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Example question: A client is complaining of being in severe pain after having a broken ankle casted. Which of the following should a Psychiatric teclmician do first?
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1. Reassure them that once the swelling goes dOVvTI they will feel a lot better. 1
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2. Allow the client time to verbalize his feelings. ~ S ((JJ
3. Check the clients vital signs.
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( /.4'. Administer a PRt"'J analgesic. c r) .{.~ (c.. f ~VJ '.
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In this example, two options 3 and 4 address physiological needs. The other two options address
Psychosocial needs. By using Maslow's hierarchy of needs you know that Physiological need
1( UD\ come before psychosocial needs you can eliminate options 1 and 2.
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Now your left with options 3 and 4. Since option 3 speaks of taking vital signs, this is the correct
answer because according to the nursing process you take data before doing an intervention.
Answer number 4, giving the analgesic is a intervention. (The question is asking what you
would do first)
If the question indicates the Client doesn't have a an urgent physiologic need then focus on
the clients Safety.
On the Psychiatric Technician exam Safety is very important. Ask yourself the question "what
answer best insures the safety of the client?"
If the question involves communicating 'with a patient, use the principles of therapeutic
communication.
Therapeutic communication incorporates verbal and non-verbal responses.
• Listening to the client
• Understanding the clients needs
• Promoting clarification and insight about the client's condition.
When taking the exam eliminate poor communication teclmiques such as:
• Tells the client what to do \vithout regard to the client's feelings or desires (the "do this
response")
• Asks questions that can be answered in "yes" "no" or other on syllable response.
• Seeks reasons for the client's behavior
• Implies disapproval of the clients behavior
• Offers false reassurances
• Attempts to interpret the client's behavior rather than allowing the client to express his
feelings
• Offers a response that focuses on the nurse, not the client
Looks for responses that:
• Allows the client time to think and retlect
• Encourages the client to talk
• Encourages a client to describe a particular experience
• Reflects that the Psychiatric Technician has listened to the client, such as paraphrasing the
clients response
Handling test anxiety
Relaxation before and during an exam can aid retention and improve test performance. Relaxation teclmiques: (Practice before going into the stateboard) 1. Let your body relax, put your arms at your side, close your eyes, and let your mind
blank.
2. Begilming with your head, first tense the muscles in the forehead and scalp for 10 seconds.
Then let them relax completely. Think about the differences and concentrate on making
those muscles relax more and more.
3. After 30 second, repeat the process with the muscles of your face and jaw, neck, shoulders,
arms, chest, etc. until you reach your toes.
4. While continuing to relax imagine those situations where you feel most tense and anxious. If
your become anxious, stop imagining and relax again. Repeat the process of relaxation and
imagining until you feel no anxiety while imagining.
5. Practice relaxing at time when you feel anxious ... while studying and reviewing.
RELAX YOCRSELF PHYSICALLY during the test, if you notice that you are not thinking well
or are tight. Pause, lay your test aside, and take several slow, deep breaths. Concentrate on your
breathing. Do this if you notice that you are worrying excessively about one problem, not
reading carefully, forgetting information you know.
Strategies for taking the State board PT Exam ATTENTION: PSYCHIATRIC TECHNICIAN STUDENTS AND NEW GRADUATES! The Board of Vocational Nursing and
Psychiatric Technicians reminds you to
SCHEDULE AND TAKE YOUR
LICENSURE EXAM AS SOON AS YOU
RECEIVE YOUR AUTHORIZATION TO
TEST Your chances of success on the
exam will be greater if you test as soon
as possible after graduation
Preparing for the exam
Take the online stateboard review at
psychtech.mtsac.edul over and over
again
. Try to take it in a setting similar to
what it will be like when you actually
take the boards
1
There are 330 questions and you have four
hours to take the exam. That's about 43
seconds per question. So keep that in
mind. You don't want to spend to much time
on one question.
Once you have chosen an answer don't
change it unless you know why you are
changing it. Go with your first "gut"
feeling.
Answering the Questions
Avoid reading into the Question
Determine what the question is asking
you
Determine relevant facts about the
client
Rephrase the Question
Choose the best option
How to avoid reading into
the Question
. Read every word in the question and
specifically determine what the question is
asking.
Focus only on the information in the
question and avoid asking yourself "What is
they're looking for this?" or "Do they really
mean that?"
Read and consider every option presented
Use all your nursing knowledge to answer
the question. (be careful about "real
world" answers ...they want the textbook
answers)
2
What Is the Question Asking? Read the question twice. Read the question carefully, reading all the words. (no speed reading or skimming like you may have done for class tests.) If the answer isn't obvious then try rephrasing it in simpler terms Breaking the question into easier, less intimidating terms will hopefully help you come up with the right answer Reword question: .
A client with a history of bearfallure states "I
have not been feeling like myoid self for about
two weeks" It would be most important for the PT
to ask which of the following questions?
Do your ankles swell at the end of the day
Where do YOll sleep at I11ght
How do you feel after dinner
• Do YOll have chest pain when vou inJwle
• What is tbis question asklllg?
While the client was out wlth his father shopping for a new
coal, he slipped on a spilled coke and rell down some sta"s
sustaining Injuries HIS father was very upset and
immediately returned him to the unit. The client was seen
by a physician and put on bed rest The cilent is weak and
requires some assistance with ADL's The Psychiatric
Technician can help the client to maintain muscle tone
through which oflhe follOWing nursing actions'/
I. Gelling the client out "fbed and walkll1g around
Providmg range-of-motlons (ROM) exercises
Limiting rhe cJjents activities
4. Encouragll1g the clienllO tum h,mself in bed
What is not relevant?
What is relevant'!
Rephrase the queslJon.
Choose the best answer:
3
Determine what facts about
the client are relevant
Start buy asking whether any of the
information provided about the client isn't
relevant.
Then determine what you do know about
the client
lhe PsychIatrIc I ecimlclan can help the clIent to maintain muscle tone through which of the following nursing actions? NOT RELEV ANT? While the client was out with his father shoppmg for a new
coat
he slipped on a spilled coke and fell down some stalls
sustamlng injuries
HIS father was very upset and irnmedJ3tely returned hIm to
Ihe unit
The client was seen by a physician and put on bed rest.
The chent is weak and requires some asslstance with
ADL's
The Psychiatric Technician can help the client
to maintain muscle tone through which of the
following nursing actions?
Relevant?
While the client was out with his father shopping for a new
coat
he slipped on a spilled coke and fell down some stairs
sustaining injuries,
His father was very upset and immediately returned him to
the unit.
The client was seen by a physician and put on bed rest.
The client IS weak and requires some assistance with
ADL's.
4
When it seems as if more than one
option is correct, then you would look
for phrases in the question like:
• Most appropriate
• Best
• First (what would you do first)
• Last next
• Most useful
• Most suitable
Strategies
Regardless of the type of questions or the
number of options that seem correct, a
few key strategies will help you determine
the correct answer:
Refer to Maslow's hierarchy of needs
Review client safety
Consider the nursing process
Reflect on pri nciples of therapeutic
communication
Maslow's Hierarchy of Needs ... Setting Priorities Soo;ol.llf... n
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Mcu.r~y Plo(t~I>o(', Phy&lolo;lical Needs
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5
Strategies for setting priorities
(using a four step process)
1. Look at your answer choices
If answer choices are both physical
and psychosocial, it's time to look at
maslow's hierarchy
2. Eliminate all psychosocial choices.
3. Ask yourself: Does this choice make
sense?
4. Can you apply the ABC's?
Prioritizing the ABC's
Look at the remaining choices. Can you apply the ABC's? If there is an answer that involves maintaining a patent airway, it will be the correct answer. If not, is there a choice that involves
breathing problems) It will be correct
If not, is there and answer pertaining to
the cardiovascular system it will be
correct
If there are no ABC answers then look at
what is the highest priority.
Example Question:
A client is complaining of being in severe
pain after having a broken ankle casted.
Which of the following should the
Psychiatric Technician do first?
Reassure them that once the swelling goes
down they will feel a lot better
A IIow the client time to verbalize his
feelings
Check the client's vital signs Administer a PRN analgesic 6
The PT Implements care for a 14 year old girl
admitted with an eating dISOrder On admission the
glfl weighs 82 LBS. And is Y4·' tall. Lab tests
indicate sever hypokalemia, anemia and dehydration.
The PT should give which of the followmg nursing
diagnoses the hIghest priority?
• Body image disturbance related to weight
loss
• Self-esteem disturbance related to
of inadequacy
• A Itered nutrition: less than body
requirements related to decreased intake.
• Decreased cardiac output related to the
potential for dysrhythmias
One word of advice:
Ask yourself
''Does this choice make sense for
this client?"
Client safety
If the question indicates the client doesn't
have an urgent physiologic need then focus
on the clients safety.
On the Psychiatric Technician exam safety
is very important, Ask yourself the
question ·what answer best Insures the
safety of the client?
Use-client safety criteria for situations
involving drug administration or nurSing
care procedures.
7
When answering questions about
procedures try looking at:
Safety:
• All answers must be implementations
• Try to answer based on knowledge .. .if you
can't What will cause the least amount of harm? • Correct answer
Safety example question
The PT doubts the accuracy of a drug order on
the medication administration record.
Which action should be taken first?
I. Compare with the physicians order sheet.
2. Contact the prescribing physician
3. Consult with the pharmacist
4. Look up in a nursing drug book
Reword the question: What
should you do if you think
the MAR is incorrect?
Step one: Are all the answers implementation?
Yes
Step 2: Can I answer this question based on
knowledge, if not go to step 3
Step 3: Ask yourself "What will protect the
client the most?"
8
Companng the MAR with the origll1al Dr. order
will provIde clarification regarding the
questioned med.
2 CallIng the prescribIng Dr would help clarify
the order, but should 11 be the first step"
3 Consulting the pharmaCIst can shed lIght on a
medication, but the PT needs to know what the
orIginal order saId
4 Lookmg the medication up is a good idea, but
will tillS step help the PT if the anginal order
was Incorrectly written on the M,\R .
.-----~~----~.--
...
Step one Determme whether you should be
collecting data or implementing. In this question, the
ellent has stated "my leg is broken" Thls statement IS
not the PT assessment. This alerts the PT that there is
a problem, and the PI should begin the steps of the
n:Jrsll1g process. The first step IS data collection.
Step 2 ElIminate answers 1& .3 these
Implementations ~re What takes priority'! Examination of the leg
priority over investigation into what happened to
cause the accident.
--------- -------' -~ .......~ .....
A client with dementia attempts several times
to pull out his nasogastric tube. An order for
wrist restraint is received by the PT. Which
of the following actions by the PT is most
appropriate?
I. Attach the ties of the restraint to the bed
frame
2. Perform ROM to the restraint extremities
once a shift
3. Remove the restraints when the client is
up in a Wheelchair
4. Explain the need for restraints only to the
clients family since the client is confused
9
The reworded question: What is
the safest way to apply restraints?
• Step one: Are all answers implementations?
Yes
• Step 2: Can you answer this based on your
knowledge? If not go to step 3
• Step 3: what will protect the client the most.
What will cause the least amount of harm to the client? J. Attaching the tics of the restraint to the bed
frame Will not harm the clien!.
2. Performing ROM once a shift will not harm the
client, but it should be done more often.
3. Reme-ving the restraint when the client IS np in a
we will be harmful to the client. Restrains
should not be removed when the client is
unattended
4 Explaining the need for restraint to the family
can cause harm to the client. Restralllts can
increase the confusion or combativeness of the
client. Even though the clientls confused. he
needs to receive an explanation.
NURSING PROCESS
Data collection
2. Planning
3. Implementation
4. Evaluation
10
A client is walking down the treet and falls off a curb.
The PT was called and faun him alert, conscious but
in sever pain with a ~sible fractuj'D)l his femur.
What is the first action that the PT should take?
1. Immobil ize the affected limb with a splint and ask
him not to move.
2. Make a thorough assessment of the circumstances
surrounding the accident.
3. Put him in semi·fowler's position for comfort.
4. Check the pedal pulse and blanching sign in both
legs.
r--~-------
---~------
...
Reworded question: What is the highest
priority for a fractured femur?
• Step I: read the answer choices to establish a
pattern. The answer choices are both data collection
and implementation.
• Step 2: Determine whether you should be collecting
data or implementing, according to the question, the
PT has determined that the boy has a possible
fracture This implies that the PT has completed the
data collection. It is now time to implement
• Step 3: Eliminate answers 2& 4 because they
involve data collection. This leaves you with J&3.
Which takes priority, immobilizing the
affected limb, or placing the client in a semi­
fowlers position to facilitate breathing?
The question does not indicate that the client is
experiencing any respiratory distress.
The correct answer is # 1, immobilize the affected
limb.
(Some will think ABC'S, but you need to think it
through. USE ABC's to set pflonties, but make
sure that answer is appropriate to the situation. In
this question, breathing was mentioned in one of
the answer choices. lfyou thought of ABC'c
immediately without lookll1g at the conrext of the
question, you would have answered it
11
A Client trips and falls off a curb. The client tells the
PT "I think my leg is broken." What is the first action
the PT should take?
1. Immobilize the affected limb with a splint and ask
him not to move.
2. Ask the client to explain what happened.
3. Put the client in semi-fowler's position to facilitate
breathing.
4. Check the appearance of the cl ient' s leg.
Step #1 :Determine whether you
should be collecting data or
implementing. In this question,
the client has stated "my leg is
broken." This is not a pt
assessment. This alerts the PT
that there is a problem. And the
PT should begin the steps of the
nursing process.
:5tep #2: Eli!T1inate 1&3
Implementations
Step#3: What takes priority?
A client is returned from a endoscopic
procedure in which they were sedated. Before
offering the client food, which of the
following actions should be taken?
I. Monitor the clients respiratory status
2. Check the clients gag reflex
3. Place the client in a side lying position
4. Have the client drink a few sips of water
12
Client 1st , equipment 2nd
There may be a question in which
some options address the client and
others address the equipment. When
In doubt. select an option relating to
the client; never place equipment
before the dent.
Therapeutic Communication
If the question involves communicating
with a patient, use the principles of
therapeutic communication.
Therapeutic communicatIOn incorporates
verbal and non-verbal responses.
listening to the client
Understanding the clients needs
Promoting clarification and insight about
the client's condition
Therapeutic responses:
• Usmg s!lence:
Allows the client time to thmk and reflect:convevs
acceptance. Allows the client to take the lead In­
conversation
Using generaiieads or brad openings
Encourages the client to talk. Indicates your
interest in the client. Allows the client to choose
the subject. Clarification Encourages recall and details for a panicuiar experience. Encourages description feelings. Seeks explanation; pinpoints specifics. ReOecting
Paraphrases what client says. Reflects on what
client sa s esnecmUv the feeiinps conveved.
13
When taking the exam eliminate poor
communication techniques such as:
Telling the client what to do without
regard to the client's feelings or
desires (the "do this response")
Authoritarian:
Insisting that the client follow the unit rules
Insisting that the client do what you command
immediately
When taking the exam eliminate poor
communication techniques such as:
. Asks questions that can be
answered in "yes· "noHor other on
syllable response.
Close ended Questions: this discourages the
client from sharing thoughts and feelings:
"are you feeling guilty about what happened
to you?
" How many children do you have."
When taking the exam eliminate poor
communication techniques such as:
• Implies disapproval of the clients behavior
• Offers false reassurances
'Don't worry" Questions: Eliminate answer
choices that offer false reassurance.
These responses would discourage
communication between the PT and the
client by not allowing the client to explore
his or her own ideas feelings. False
reassurances also discounts what the client
is feeling. Example:
"it's going to be OK"
"Don't worry. Your doctors will do everything
necessary for your care"
14
When taking the exam eliminate poor
communication techniques such as:
Attempts to interpret the client's behavior
rather than allowing the client to express
his feelings
This is the "let's explore" questIOn The client
must be allowed to verbalize the fact that
they are sad, angry, fearful, or
overwhelmed.
Example:
"Let's talk about why you didn't take your
medication"
"Tell me why you really Injured yourself"
When taking the exam eliminate poor
communication techniques such as:
Offers a response that focuses on the
nurse, not the cfient
Be careful because the answer choices may
sound very empathetic. The focus of your
communication should always be on the
client.
Example to aVOid:
"that happened to me once
"I know form experience this is hard for you"
Look for responses that:
Give correct information
Allows the client time to think and reflect
Encourages the cfient to talk
Encourages a client to describe a particular
experience
Reflects that the Psychiatric Technician is
empathetic and has listened to the client,
such as paraphrasing the clients response
15
Some things to remember about
selecting correct responses to
therapeutic communication:
No matter how confident you are about an
answer choice, read all the choices before
selecting a response.
Even if you would never say any of the
responses given, choose the "textbook"
answer..
When you first read the responses, don't
look for the correct response eliminate
answers first.
Prepare Mentally
• Stay away from people who are "prophets
of doom." You know the type. You want
to keep a positive attitude .
Tips on taking state boards
Get a good nights sleep the night before the test
Awaken early
Eat sensibly (not to much caffeine)
Wear comfortable clothes (preferably in layers so you can
adjust to the room temperature)
Leave early to the testing site
Take required admission papers and identification
Distance yourself from anyone who looks frantic; Anxiety is
contagious
Locate the restroom and USe it just before the test
Avoid looking at your notes just as your ready to take the
test
Listen carefully to the instructions.
Make positive statements to yourself about your ability
Try to relax (easier said than done)
_ -------------­
.............................. ..
lb During the exam
• Keep moving forward: by test day, do enough
preparation with the practice questions so that it
becomes instinct to keep moving forward instead of
getting bogged down in a difficult question, You
don't need to get everything right to pass, so don't
linger on a question that is going nowhere,
• Don't listen to negative word or behavior. Don't be
distracted by ignorant babble or the behavior of
other, less prepared candidates around you,
i'iegative thoughts lead to negative feelings and may
interfere with your performing your best on test day,
During the exam
Don't be anxious if other test takers seem to be working
harder or answenng questIOns more quickly. Continue to
spend your tJme patiently but doggedly thlllking through
your answers; it's gomg to lead to higher-quality test takmg
and better results. Set your own pace.
Keep breathing I II Weak test takers tend to share one major
traIt rorgetting to breathe steadIly as the test proceeds,
fhey do not know the value of proper breathing. They start
hoJdmg their breath without realizing It, or begin breathing
erratically. This can hun confidence and accuracy. Do
what you can to inst!ll and awareness of proper breathing
before and dunng each study or testing section.
- - - - - - - - - - - -..- - ....
--~
During the exam
• Do some quick isometrics during the test.
This is helpful especially if your
concentration is wandering or energy is
waning, For example, put your palms
together and press intensely for a few
seconds.
• Attitude is Everything., .
Think Positively' I!!
J1 Dealing with Test Anxiety Page 1 of3
_ , Study Gulnes lJ) ANDt;trategles
Overcoming
test anxiety
A hundred cartloads of anxiety
will not pay an ounce of debt
Italian proverb
" index'" search" visitor center "
•
•
•
•
•
•
•
•
General test preparation Anticipating test content Review tools for tests
Overcoming test anxiety ...
Organizing for test taking
Cramming
Emergency test Ilrcparation
Ten tips for test taking
Test Strategies
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Most students experience some level of anxiety during an exam
However, when anxiety affects exam performance it has become a problem.
General preparation/building confidence: Review your personal situation and skills Academic counselors can help you in these areas, or refer to our Guides on the topic:
• Developing good study habits and strategies (a link to our directory)
• Managing time (dealing with procrastination, distractions, laziness) • Organizing material to be studied and learned Take a step by step approach to build a strategy and not get overwhelmed • Outside pressures
success/failure consequences (grades, graduation), peer pressure, competitiveness, etc.
• Reviewing your past performance on tests to improve and learn from experience Test preparation to reduce anxiety:
• Approach the exam with confidence:
Use whatever strategies you can to personalize success: vizualization, logic, talking to
your self, practice, team work, journaling, etc.
View the exam as an opportunity to show how much you've studied and to receive a
reward for the studying you've done
• Be prepared!
Learn your material thoroughly and organize what materials you will need for the test.
Use a checklist
• Choose a comfortable location for taking the test with good lighting and minimal distractions • Allow yourself plenty of time,
especially to do things you need to do before the test and still get there a little early
• A void thinking you need to cram just before
• Strive for a relaxed state of concentration
A void speaking with any fellow students who have not prepared, who express negativity,
who will distract your preparation
• A program of exercise is said to sharpen the mind • Get a good night's sleep the night before the exam • Don't go to the exam with an empty stomach Fresh fruits and vegetables are often recommended to reduce stress. hnp://wv./w.studygs.net/tstprp8.htm
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Dealing with Test Anxiety Page 2 of 3
Stressful foods can include processed foods, artificial sweeteners, carbonated soft drinks,
chocolate, eggs, fried foods, junk foods, pork, red meat, sugar, white flour products,
chips and similar snack foods, foods containing preservatives or heavy spices
• Take a small snack, or some other nourishment to help take your mind offofyour anxiety. A void high sugar content (candy) which may aggravate your condition During the test:
• Read the directions carefully
• Budget your test taking time
• Change positions to help you relax
• If you go blank, skip the question and go on
• If you're taking an essay test
and you go blank on the whole test, pick a question and start writing. It may trigger the
answer in your mind
• Don't panic
when students start handing in their papers. There's no reward for being the first done
If you find yourself tensing and getting anxious during the test
• Relax; you are in control. Take slow, deep breaths • Don't think about the fear Pause: think about the next step and keep on task, step by step • Use positive reinforcement for yourself: Acknowledge that you have done, and are doing, your best • Expect some anxiety It's a reminder that you want to do your best and can provide energy Just keep it manageable • Realize that anxiety can be a "habit" and that it takes practice to use it as a tool to succeed After the test, review how you did
• List what worked, and hold onto these strategies It does not matter how small the items are: they are building blocks to success • List what did not work for improvement
• Celebrate that you are on the road to overcoming this obstacle
Check out local centers and resources in your school for assistance!
If you are aware that you have a problem with test anxiety,
be sure your teacher or instructor knows before any testing begins (and not the hour before!).
There may be other options to evaluate your knowledge or performance within the subject
matter.
See also:
Test Anxiety, Counseling Services, University at Buffalo, State
of New York
Test Anxie(~', The Counseling Center, University of Missouri-Rolla
Virtual Handouts: Test Anxie~v, University Counseling Center, George Washmgton University
Website overview: Since 1996 the Study Guides and Strategies web site has been researched, authored,
maintained and supported by .Joe Landsberger as an international, learner-centric, educational public service.
Permission is granted to freely copy, adapt, and distribute individual Study Guides in print format in non­
commerCIal educatIOnal settings that benefit learners Please be aware that the Guides welcome, and are under,
continuous review and revision, For that reason, reproduction of all content on the Internet can only be with
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.\1ultiple Choice Tests Page 2 of2
• "Look alike options"
probably one is correct; choose the best but eliminate choices that mean basically the
same thing, and thus cancel each other out
• Double negatives: Create the equivalent positive statement and consider • Echo options:
If two options are opposite each other, chances are one of them is correct
• Favor options that contain qualifiers
The result is longer, more inclusive items that better fill the role of the answer
• If two alternatives seem correct, compare them for differences, then refer to the stem to find your best answer Guessing:
• Always guess when there is no penalty for guessing or you can eliminate options • Don't guess if you are penalized for guessing and if you have no basis for your choice • Use hints from questions you know to answer questions you do not. • Change your first answers
when you are sure of the correction, or other cues in the test cue you to change.
Remember that you are looking for the best answer, not only a correct one, and not one which must be true all of the time, in all cases. and without exception. For tcachers: Writing multiple choice tests
Wt"bsite overview: Since 1996 the Study Guides and Strategies web site has been researched, authored,
maintained and supported by Joe Landsberger as an international, learner-centric, educational public service.
Pennission is granted to freely copy, adapt, and distribute individual Study Guides in print format in non­
commercial educational settings that benefit learners. Please be aware that the Guides welcome, and are under,
continuous review and revision. For that reason, reproduction of all content on the Internet can only be with
permission through a licensed agreement. No request to link to the Web site is necessary .
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Multiple Choice Tests Page 1 of2
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Multiple choice
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We want a society in which
we are free to make choices,
to make mistakes, and
be generous and compassionate.
Margaret Thatcher
Eng) ish 1925 .
• Test preparation
• Ten tips for terrific test taking
• True/false tests
• Multiple choice tests ...
• Short answer tests
• Open book exams
• Oral exams
• Essay exams
• Essay exam terms/directives
• Math exams
BeactyTolest&Q.ffi
Study guides/review manuals for
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Multiple choice questions usually include a phrase or stem
followed by three to five options:
Test strategies:
• Read the directions carefully
Know if each question has one or more correct option
Know if you are penalized for guessing
Know how much time is allowed (this governs your strategy)
• Preview the test
Read through the test quickly and answer the easiest questions first
Mark those you think you know in some way that is appropriate
• Read through the test a second time and answer more difficult questions
You may pick up cues for answers from the first reading, or become more com fortablc
in the testing situation
• If time allows, review both questions and answers It is possible you mis-read questions the first time Answering options Improve your odds, think critically: Cover the options, read the stem, and try to answer Select the option that most closely matches your answer Read the stem with each option Treat each option as a true-false question, and choose the "most true" Strategies to answer difficult questions:
• Eliminate options you know to be incorrect If allowed, mark words or alternatives in questions that eliminate the option • Give each option of a question the "true-false test:" This may reduce your selection to the best answer • Question options that grammatically don't fit with the stem
• Question options that are totally unfamiliar to you
• Qu~tion options that contain negative or absolute words.
Try substituting a qualified term for the absolute one, likefrequently for always; or
typical for every to see if you can eliminate it
• "All of the above:"
If you know two of three options seem correct, "all of the above" is a strong possibility
• Number answers: toss out the high and low and consider the middle range numbers Review tools for tests
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Review tools
for tests
Be prepared
Boy Scout motto
Lord Robert Baden-Powell,
British 1857-1941
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General test preparation
Anticipating test content
Review tools for tests ..
Overcoming tcst anxiety
Organizing for tcst taking
• Cramminj.\
• Emergency test preparation
• Ten tips for test taking
Study guides/review manuals for
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Create study checklists
IdentifY all of the material that you will be tested on-- list notes, formulas, ideas, and text
assignments you are accountable for.
This checklist will enable you to break your studying into organized, manageable chunks, which
should allow for a comprehensive review plan with mimmal anxiety
Create summary notes and "maps" Briefly map out (see 111tmPing) the important ideas of the course and the relationships of these ideas. Summary notes should display lists and hierarchies of ideas. Creativity and a visual framework will help you recall these ideas.
Record your notes and significant portions of text on audio tapes so you can review material with a walk-man. Having a tape of important information will enable you to study while walking or relaxing in a
nonacademic environment
http://wv.rw.studygs.net/tstprp5.htm
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Review tools for tests
Page 2 of2
Create flashcards
for definitions, formulas, or lists that you need to have memorized--put topics on one side of
the card, answers on the other.
Flashcards will enable you to test your ability to not only
your ability to retrieve mformation from scratch
important information, but also
Adapted from On Becoming a Master Student by David B. Ellis
and How to Study in College by Walter Pauk
Website overview: Since 1996 the Study Guides alld Strategies web site has been researched, authored,
maintained and supported by Joe Landsberger as an international, leamer-centric, educational public service.
Permission is granted to freely copy, adapt, and distribute individual Study Guides in print format in non­
commercial educational settings that benefit learners. Please be aware that the Guides welcome, and are under,
continuous review and revision. For that reason, reproduction of all content on the Tnternet can only be with
permiSSIOn through a licensed agreement. No request to link to the Web site IS necessary .
... Help build the Guides: donate through our secure Paypal account
Additional strategies of support
~
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Concept- or mind-mapping
Page 1 of 4
" index" search
Concept- or
mind-mapping
Explanation
I must Create a System,
or be enslaved by another Man's
William Blake,
English 1757 - 1827
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•
•
•
•
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Mapping explanation ..
Mapping demonstration
Make your own map, #1
Make your owu map, #2
Effectil'c study habits
Seven stages of writing assignments
General test preparation
Ten tips for terrific test taking
v[sitor cl.'nt('/' '"
gQr:l.l:eE!tl,..t~p~ Make Easy Concept Maps See Examples. Free Download! www SmartDraw.com
2'\M.ing 2()_0!3
,Visualize Your Ideas in Seconds.
, Use MindMaps & Work Smart. Try
Free
Many of us have learned to outline infonnation in our studies, as: I. First item
II. Second item
A. sub item
B. sub item
I. sub sub item
2. sub sub item
III. Third item
Alternatives to outlining are Mind- and Concept-Mapping.
How do I map? First reject the idea of an outline, or of paragraphs using sentences, Think in terms of key words or symbols that represent ideas and words. You will need:
• a pencil (you'II be erasing!) and a blank (non-lined) big piece of paper
• a blackboard and (colored) chalk
• "post-it" notes
Write down the most important word or short phrase or symbol for the center. Think about it; circle it. Post other important concepts and their words outside the circle http://www.studygs.netlmappinglindex.htm
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Concept- or mind-mapping
Page 2 of 4
Edit this first phase
Think about the relation of outside items to the center item
Erase, edit, andlor shorten words to key ideas
Relocate important items closer to each other for better organization
If possible, use color to organize information
Link concepts with words to clarifY their relationships
Continue working outward
and quickly add other key words and ideas (you can always erase!)
Think weird: combine concepts to expand your map or; break boundaries
Develop in directions the topic takes you--not limited by how you are doing the map
As you expand your map, tend to become more specific or detailed
Set the map aside Later, continue development and revision Stop and think about relationships you are developing Expand the map over time (right up to an exam if necessary!) This map is your personal learning document
It combines what you knew with what you are learning and what you may need to complete your "picture" http://w.V..W.studygs.netimapping/index.htm
6/3/2008
Concept- or mind-mapping
Page 3 of4
~ote
the descriptive links for the arrows
for "evapotranspiration" and "condensation"
Flash exerCISe contributed by Aaron Shapiro & Dustin Sch1ltz; Luoise Lystig Fritchie, Interactive Media (DBA
5341) School of Design, University of Minnesota
See also:
Example of a cluster map for online learning
Tony Buzan's video from "Youtube" What is, and how to create a mindmap Mind mapping was developed by Tony Buzan: "The Mind Map Book How 10 Use Radiant Thinking to Maximize Your Brain's Untapped Potential", Penguin Books, New York. More infonnalion IS available in a Mind Mapping FAQ (Frequently Asked Questions) Document. IH MC Cm;wTools v_e.r~Qn 4.09 (free!) The CmapTools client is a free mapping toolkit. In particular, schools and universities are encouraged to download It and install It in as many computers as desired, and students and te<lchers may make copies of it and install it at home. Concept maps have their origin in the work of David Ausubel (advanced organizers). The technique of concept mapping was developed by Joseph D Novak at Cornell. "Concept maps have their origin in the learning movement called constructlvism. In particular, constructivists hold that prior knowledge is used as a framework to learn new kno\\,'ledge. In essence, how we think influences how and what we learn. Concept maps identify the way we think, the way we see relationships between knowledge." Grayson H. Walker, Concept Mapping and Curriculum Design, Teaching Resource Center, The University of Tennessee at Chattanooga Website overview: Since 1996 the Study Guides alld Strategies web site has been researched, authored,
maintained and supported by Joe Landsberger as an international, learner-centnc, educational public service.
Pennisslon is granted to freely copy, adapt, and distribute individual Study Guides in print fonnat in non­
commerCIal educational settings that benefit learners. Please be aware that the Guides welcome, and are under,
continuous review and revision. For that reason, reproduction of all content on the Internet can only be with
permission through a licensed agreement No request to link to the Web site is necessary .
.... Help build the Guides: donate through our secure Paypal account
.. Additional strategies of support
http://wv..rw.studygs.net/mapping/index.htm
6/3/2008
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