We hope that, as you worked with this unit on test-taking skills, you saw many possibilities for using these skills in your work with students. The introductory challenge at the beginning of the unit asked you to use some of the new information in thinking about a plan to help an individual student learn test-taking skills. We suggested two possibilities—planning for a student you have worked with, or planning for a hypothetical student whom we called “Tara.” We said that the hypothetical Tara was disappointed in her score on a test for which she felt well prepared, and that she had come to you for help. To form a plan for “Tara” or another student you have in mind, list at least one or two things you could do to accomplish each of the four planning goals below:
- Find out whether the student was as well prepared for the test as she felt she was. (Many students think they studied a lot, but actually spent much less time studying than did the students who scored higher on the test.)
- Find out what test-taking skills the student used in taking the test. (Sometimes, going over the graded test together, with the student describing her or his thought processes during the test can be helpful in this regard.)
- Decide what test-taking skills the student should learn or review before taking the next test.
- Provide practice activities on the test-taking skills that you, the student, and the instructional team agree would be beneficial.