Discussion response on improving test taken strategies

Discussion_Board_RubricTT.docx

Discussion Board Rubric: Discussion questions provide you a format to respond, expand, integrate, and reflect on your understanding of the module content. Expectations from the faculty include students will actively participate in discussion to share and gain new insights, critique ideas, and to pursue the goal of constructing new knowledge.

Discussion Rubric Criteria	Example	Points Possible
INITIAL POSTING: Incorporated knowledge of readings and material within the response, contributed a substantive posting that demonstrated cognitive reflection, critical thinking and understanding of the subject matter. Ideas examine topic from new perspective that contributes to group understanding of topic Initial post: 100-125 words, minimum	Postings offered substantial, well written contributions and opinions, observations, questions, experiences, critiques, and/or suggestions. Reflects a reference from the required readings or outside readings, and/or personal experiences related to the question. Met criteria for length of response	10
RESPONSE POSTING: Responded to at least two other class members with substantial details that reflects critical thinking Response: 100-125 words, minimum	Posting to classmate either agrees or disagrees with classmate and provides evidence in support of the response. Posting is constructive and contributes to the discussion. All questions/comments posed from classmates were appropriately addressed Meets criteria for length of response	6
MECHANICS: Posting submissions exhibit appropriate, using proper language, cordiality, grammar, punctuation of college level writing.	> 3 grammar and/or spelling errors in answer = 0 point Post follows use of APA guidelines for reference = 1 point No grammar or spelling errors in answer = 1 point	4
TOTAL POINTS POTENTIALLY EARNED - 10	One point will be deducted each day for late submissions and no submissions accepted after Saturday midnight; week of post due date.

STUDENTB.docx

STUDENT B

Top of Form

Throughout this program, I have taken many exams. They have been practicing quizzes on my own time, practice questions as homework assignments, and practice assessments prior to taking proctored exams and the proctored exam. At the start of the program, we talked about test-taking strategies and ways to make sure that we are successful in completing our proctored assessments on the first try. I can say that I have always had difficulty with taking tests. Even though I would have difficulty I would end up doing well in the end. There are areas that I feel that I need to improve going into the future. Nothing takes the place of studying, but even if you have studied, there are test taking strategies you can employ that will make you more successful (Wichita State University, 2023).

One of those areas that are related to test-taking that I feel needs improvement is taking my time with reading the questions all the way through. I have a bad habit of skimming through looking for the answer that stands out. That does not always help me to answer the question correctly. However, I also feel that skimming is a useful strategy to utilize for test taking because some of the tests that are taken are time. With that taking a lot of time to read through every single question and all of their answers can take up a lot of time. Another area that I feel needs improvement is eliminating answers that I feel for sure are incorrect. This may be by looking at the answers choices as a true or false answer for the question. It may also be by looking for positive and negative choices.

When it comes to five test-taking strategies that I feel will help me to successful outcomes they are flash cards, doing practice questions, reviewing information that I’m not familiar with, thoroughly reading the questions, and eliminating answers that I strongly believe are incorrect. These five test-taking strategies I feel will help assist me in getting to successful outcomes. I may not use all of these test-taking strategies all of the time, but I do plan on using them when it comes to taking the comprehensive proctored exam so that I pass on the first attempt. As my time in this program comes to an end I hope that all of the information regarding test-taking strategies helps me as I go on to further my education. I now have a better understanding of how to go about taking tests that I did not have prior to starting this program.

References

Wichita State University. (2023). Test-taking Strategie s. You've studied hard. What's next?. https://www.wichita.edu/services/studentsuccess/Study_Tips_Techniques/Test_Taking_Techniques.php

Bottom of Form

Edited by Sharvez Spellman on Sep 2, 2023, 2:50:30 PM

Reply

Top of Form

DISCUSSIONRESPONSETOSTUDENTAANDB.docx

STUDENT A

Improving Test-Taking Strategies

Hello everyone. Test-taking can be very challenging for many students, and establishing areas for improvement is vital for accomplishing a successful outcome. One area I struggle with is the select-all-that-apply type questions since they demand an inclusive understanding of the material. To address this weakness, I have identified five strategies that will assist me to have a successful outcome. The first strategy to improve the outcome is to practice with diverse question types(Al-Khasawneh, 2020). I will start doing practice questions from different sources to handle my weakness in select-all-that-apply questions. Through exposing myself to various question formats and practicing constantly, I will become more skillful in deciphering the challenges of these questions and selecting accurate answers. In addition, another strategy I will integrate is active reading and note-taking. According to Al-Khasawneh (2020), effective test-taking starts with extensive comprehension of the study material. This implies participating in active reading approaches such as jotting down summaries, underlining key points, and creating concept maps to aid in better understanding and retention of information. Also, this vital step will aid me in grasping the content that I need for tackling the select-all-that-apply questions.

Moreover, another approach for addressing my weakness is analyzing answer choices keenly. Firstly, select-all-that-apply questions mostly encompass numerous choices that look correct at first glance (Salame & Thompson, 2020). However, by integrating a systematic approach that allows me to select accurate answers, I can carefully assess each option, consider how it applies to the question, and be able to eliminate choices that are not relevant (Salame & Thompson,2020). Furthermore, the fourth strategy I will incorporate to improve my weaknesses is time management and stress reduction. Studies reveal that managing time efficiently during a test is vital for attempting all questions. To address my problem, I will allocate a certain amount of time to every question, depending on its complexity. Also, to prevent anxiety from impacting my performance, I will start practicing relaxation approaches such as positive visualization and deep breathing before and during the test.

The fifth strategy I will implement to address my weakness is review and learn from mistakes. In assessing the past practice assessment, I will be able to establish the errors I made in answering select-all-that-apply questions, helping me to pinpoint the areas of misunderstanding (Salame & Thompson, 2020). This self-assessment will guide my study efforts to address particular weaknesses. Lastly, as I incorporate these strategies, I am confident that my test-taking skills will improve, leading to better outcomes in my academic pursuits.

References

Al-Khasawneh, F. (2020). Test-taking strategies and reading comprehension: A correlational investigation. Issues in Language Studies, 9(1), 155-165. https://doi.org/10.33736/ils.2161.2020

Salame, I. I., & Thompson, A. (2020). Students’ views on strategic note-taking and its impact on performance, achievement, and learning. International Journal of Instruction, 13(2), 1-16. https://doi.org/10.29333/iji.2020.1321a

Discussion_Board_RubricTT.docx

Discussion Board Rubric: Discussion questions provide you a format to respond, expand, integrate, and reflect on your understanding of the module content. Expectations from the faculty include students will actively participate in discussion to share and gain new insights, critique ideas, and to pursue the goal of constructing new knowledge.

Discussion Rubric Criteria	Example	Points Possible
INITIAL POSTING: Incorporated knowledge of readings and material within the response, contributed a substantive posting that demonstrated cognitive reflection, critical thinking and understanding of the subject matter. Ideas examine topic from new perspective that contributes to group understanding of topic Initial post: 100-125 words, minimum	Postings offered substantial, well written contributions and opinions, observations, questions, experiences, critiques, and/or suggestions. Reflects a reference from the required readings or outside readings, and/or personal experiences related to the question. Met criteria for length of response	10
RESPONSE POSTING: Responded to at least two other class members with substantial details that reflects critical thinking Response: 100-125 words, minimum	Posting to classmate either agrees or disagrees with classmate and provides evidence in support of the response. Posting is constructive and contributes to the discussion. All questions/comments posed from classmates were appropriately addressed Meets criteria for length of response	6
MECHANICS: Posting submissions exhibit appropriate, using proper language, cordiality, grammar, punctuation of college level writing.	> 3 grammar and/or spelling errors in answer = 0 point Post follows use of APA guidelines for reference = 1 point No grammar or spelling errors in answer = 1 point	4
TOTAL POINTS POTENTIALLY EARNED - 10	One point will be deducted each day for late submissions and no submissions accepted after Saturday midnight; week of post due date.

STUDENTB.docx

STUDENT B

Top of Form

Throughout this program, I have taken many exams. They have been practicing quizzes on my own time, practice questions as homework assignments, and practice assessments prior to taking proctored exams and the proctored exam. At the start of the program, we talked about test-taking strategies and ways to make sure that we are successful in completing our proctored assessments on the first try. I can say that I have always had difficulty with taking tests. Even though I would have difficulty I would end up doing well in the end. There are areas that I feel that I need to improve going into the future. Nothing takes the place of studying, but even if you have studied, there are test taking strategies you can employ that will make you more successful (Wichita State University, 2023).

One of those areas that are related to test-taking that I feel needs improvement is taking my time with reading the questions all the way through. I have a bad habit of skimming through looking for the answer that stands out. That does not always help me to answer the question correctly. However, I also feel that skimming is a useful strategy to utilize for test taking because some of the tests that are taken are time. With that taking a lot of time to read through every single question and all of their answers can take up a lot of time. Another area that I feel needs improvement is eliminating answers that I feel for sure are incorrect. This may be by looking at the answers choices as a true or false answer for the question. It may also be by looking for positive and negative choices.

When it comes to five test-taking strategies that I feel will help me to successful outcomes they are flash cards, doing practice questions, reviewing information that I’m not familiar with, thoroughly reading the questions, and eliminating answers that I strongly believe are incorrect. These five test-taking strategies I feel will help assist me in getting to successful outcomes. I may not use all of these test-taking strategies all of the time, but I do plan on using them when it comes to taking the comprehensive proctored exam so that I pass on the first attempt. As my time in this program comes to an end I hope that all of the information regarding test-taking strategies helps me as I go on to further my education. I now have a better understanding of how to go about taking tests that I did not have prior to starting this program.

References

Wichita State University. (2023). Test-taking Strategie s. You've studied hard. What's next?. https://www.wichita.edu/services/studentsuccess/Study_Tips_Techniques/Test_Taking_Techniques.php

Bottom of Form

Edited by Sharvez Spellman on Sep 2, 2023, 2:50:30 PM

Reply

Top of Form

DISCUSSIONRESPONSETOSTUDENTAANDB.docx

STUDENT A

Improving Test-Taking Strategies

Hello everyone. Test-taking can be very challenging for many students, and establishing areas for improvement is vital for accomplishing a successful outcome. One area I struggle with is the select-all-that-apply type questions since they demand an inclusive understanding of the material. To address this weakness, I have identified five strategies that will assist me to have a successful outcome. The first strategy to improve the outcome is to practice with diverse question types(Al-Khasawneh, 2020). I will start doing practice questions from different sources to handle my weakness in select-all-that-apply questions. Through exposing myself to various question formats and practicing constantly, I will become more skillful in deciphering the challenges of these questions and selecting accurate answers. In addition, another strategy I will integrate is active reading and note-taking. According to Al-Khasawneh (2020), effective test-taking starts with extensive comprehension of the study material. This implies participating in active reading approaches such as jotting down summaries, underlining key points, and creating concept maps to aid in better understanding and retention of information. Also, this vital step will aid me in grasping the content that I need for tackling the select-all-that-apply questions.

Moreover, another approach for addressing my weakness is analyzing answer choices keenly. Firstly, select-all-that-apply questions mostly encompass numerous choices that look correct at first glance (Salame & Thompson, 2020). However, by integrating a systematic approach that allows me to select accurate answers, I can carefully assess each option, consider how it applies to the question, and be able to eliminate choices that are not relevant (Salame & Thompson,2020). Furthermore, the fourth strategy I will incorporate to improve my weaknesses is time management and stress reduction. Studies reveal that managing time efficiently during a test is vital for attempting all questions. To address my problem, I will allocate a certain amount of time to every question, depending on its complexity. Also, to prevent anxiety from impacting my performance, I will start practicing relaxation approaches such as positive visualization and deep breathing before and during the test.

The fifth strategy I will implement to address my weakness is review and learn from mistakes. In assessing the past practice assessment, I will be able to establish the errors I made in answering select-all-that-apply questions, helping me to pinpoint the areas of misunderstanding (Salame & Thompson, 2020). This self-assessment will guide my study efforts to address particular weaknesses. Lastly, as I incorporate these strategies, I am confident that my test-taking skills will improve, leading to better outcomes in my academic pursuits.

References

Al-Khasawneh, F. (2020). Test-taking strategies and reading comprehension: A correlational investigation. Issues in Language Studies, 9(1), 155-165. https://doi.org/10.33736/ils.2161.2020

Salame, I. I., & Thompson, A. (2020). Students’ views on strategic note-taking and its impact on performance, achievement, and learning. International Journal of Instruction, 13(2), 1-16. https://doi.org/10.29333/iji.2020.1321a

Discussion_Board_RubricTT.docx

Discussion Board Rubric: Discussion questions provide you a format to respond, expand, integrate, and reflect on your understanding of the module content. Expectations from the faculty include students will actively participate in discussion to share and gain new insights, critique ideas, and to pursue the goal of constructing new knowledge.

Discussion Rubric Criteria	Example	Points Possible
INITIAL POSTING: Incorporated knowledge of readings and material within the response, contributed a substantive posting that demonstrated cognitive reflection, critical thinking and understanding of the subject matter. Ideas examine topic from new perspective that contributes to group understanding of topic Initial post: 100-125 words, minimum	Postings offered substantial, well written contributions and opinions, observations, questions, experiences, critiques, and/or suggestions. Reflects a reference from the required readings or outside readings, and/or personal experiences related to the question. Met criteria for length of response	10
RESPONSE POSTING: Responded to at least two other class members with substantial details that reflects critical thinking Response: 100-125 words, minimum	Posting to classmate either agrees or disagrees with classmate and provides evidence in support of the response. Posting is constructive and contributes to the discussion. All questions/comments posed from classmates were appropriately addressed Meets criteria for length of response	6
MECHANICS: Posting submissions exhibit appropriate, using proper language, cordiality, grammar, punctuation of college level writing.	> 3 grammar and/or spelling errors in answer = 0 point Post follows use of APA guidelines for reference = 1 point No grammar or spelling errors in answer = 1 point	4
TOTAL POINTS POTENTIALLY EARNED - 10	One point will be deducted each day for late submissions and no submissions accepted after Saturday midnight; week of post due date.