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Tips on Test Taking:

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5. Listening for facts only. 6. Outlining everything. 7. Faking attention ... 2. Strawberries B. Tree. 3. Apples C. Both. 4. Asparagus D. Neither. 5. Oak ... – PowerPoint PPT presentation

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Title: Tips on Test Taking:


1
  • Tips on Test Taking
  • National Board Type Questions

2
James E Van Arsdall EdD
  • (402) 289-1359
  • jvanarsdall_at_mccneb.edu
  • Consultant ,Family Practice Testing
  • Assistant Professor, College of Pharmacy
  • University of Nebraska Medical Center
  • Educator, ATLS,
  • American College of Surgeons
  • Faculty
  • Metropolitan Community College
  • Omaha, Nebraska

3
  • Current research has clearly documented that test
    coaching and preparation can significantly
    increase test performance. The basis of this
    presentation is that any examination tests your
    skill in two basic areas

4
  • 1. Knowledge and application of the technical
    material.
  • 2.Skill and familiarity with test taking and
    basic question and test types.

5
  • Review as completely as possible thetechnical
    material over which you arescheduled to be
    tested.

6
  • S4R/Q
  • S Survey
  • R Read
  • R Recite
  • R (W)rite
  • R Review
  • ------------------------------
  • Q Question

7
  • Retention

Reading - 10 Hearing - 20 Seeing -
30 Seeing/Hearing - 50 Saying -
70 Saying/Doing - 90
8
  • Characteristics of Poor Listeners

1. Avoiding experience2. Lacking
interest 3. Criticizing delivery
9
  • Characteristics of Poor Listeners

4. Getting too worked up5. Listening for facts
only 6. Outlining everything 7. Faking attention
10
  • Characteristics of Poor Listeners

8. Tolerating distractions 9. Wasting
thought power 10. Lacking preparation
11
  • Read the directions

12
  • Check the scoring procedure

13
  • Discrimination (Discr)

-1.00 to 1.00 Difficulty (Diff) .00 to
1.00 Z-Score -1.00 or less Lower 1/3
14
Individual Result Sheet
  • ID Code
  • Number Correct.
  • 1. A. (B)
  • A. Your Answer
  • B Correct Answer

15
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16
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17
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18
  • Find the verbal clues

19
  • "Always" and "Never"
  • are rarely the correct answer.
  • Guess among the remaining alternatives

20
  • An alternative that says something
  • "may" be the case
  • is nearly always correct,
  • if for no other reason than
  • that anything is possible

21
  • Is the phraseology in the stem repeated in some
    ofthe alternatives? If so, the keyed answer is
    probably among that group.

22
  • Check the grammatical connection between the
    stem and the alternatives

23
  • If two alternatives are logical opposites, or
    are mutually exclusive, one of them is likely
    to be the correct answer

24
  • Recognize ranking and ordering

25
  • Find the modus operandi

26
  • Look for mechanical clues

27
  • When dealing with lists of numbers if one of
    thenumbers is displaced from an otherwise
    normalprogression, it is probably the keyed
    answer

28
  • Look for clear differences in the amountof
    qualification or effort at precession
  • of wording

29
  • Sometimes all the information needed to
  • answer the question is given in the
    stem,particularly if it contains two or more
    sentences

30
  • Often the stem of one question gives away the
    answer to another question

31
  • Watch your time

32
  • Play the odds

33
  • Know the question types

34
  • Simple Multiple-Choice Questions

DIRECTIONS Each of the questions or incomplete
statements below are followed by five suggested
answers or completion. Select the one that is
BEST in each case and fill in the circle
containing the corresponding letter on the
answer sheet.
35
  • 1. The most common language spoken in the
    United States is
  • A. French B. Russian C. English D. Dutch E
    . German

36
  • -- Situation Type --

DIRECTIONS This section consists of a situation
followed by a series of questions. Study the
situation, select the BEST answer to each
question following it, and fill in the circle
containing the corresponding letter on the answer
sheet.
37
  • Example

A 32 year old man was getting gasoline at a
roadside service station when a car traveling at
a high rate of speed hurtled from the road and
crashed into the automobile which the patient
vacated moments earlier. The wreck burst into
flame, and while anticipating a serious
explosion, the patient assisted in pulling the
driver from the flaming wreckage. An elderly man
who was helping the patient suffered a heart
attack and died in the process, and the
extricated driver died moments later.
38
  • After the patient left the scene of the disaster,
    he was unable to stop trembling, and maintained a
    marked, visible tremor for 2 months, during which
    time he had repetitive dreams of fighting his way
    out of a raging fire which occurred in various
    settings.

39
  • 1. The most likely diagnosis is
  • A. Hypoehondriasis B. Anxiety
    Hysteria C. Traumatic Neurosis D. Phobic
    Reaction E. Psychophysiological
    Muscle Reaction

40
  • 2. The patient's repetitive dreams of fighting
    his way out of a fire represents
  • A. His attempt to master anxiety B. His
    pleasure is being a hero C. His recollection of
    childhood incidents of playing with
    fire D. His wish to punish himself E. Psychoti
    c perseveration

41
  • Matching Type
  • Five-Choice Classification

DIRECTIONS Each of the questions below consists
of five lettered headings followed by a list of
numbered words or phrases. For each numbered
word or phrase, select the one heading which is
more closely related to it and blacken the
corresponding space on the answer sheet.
42
  • Example

1. Gremlin A. Ford 2. Rabbit B. Buick
3. Pinto C. Mercury 4. Skylark D. A
merican Motor 5. Cougar E. Volkswagon
43
  • Modified Matching Type

DIRECTIONS Each set of lettered headings below
is followed by a list of numbered words or
phrases. For each numbered word or phrase, fill
in the circle on the answer sheet containing the
letter. A. If the item is associated with A
only. B. If the item is associated with B
only. C. If the item is associated with both A
and B. D. If the item is associated with neither
A nor B.
44
  • Example

1. Oranges A. Fruit 2. Strawberries B.
Tree 3. Apples C. Both 4. Asparagus D.
Neither 5. Oak
45
  • Multiple True-False Questions

DIRECTIONS Type K For each of the questions
or incomplete statements below, ONE or MORE of
the answers or completions given below is
correct. On the answer sheet fill in the circle
containing the letter. A. If only 1,2, and 3 are
correct B. If only 1 and 3 are correct C. If
only 2 and 4 are correct D. If only 4 is
correct E. If all are correct
46
  • Example - Type K
  • 1. Accessories on a new car might include
  • 1. Air conditioning
  • 2. Power steering
  • 3. Power brakes
  • 4. A jet engine

47
  • If (4) is known to be correct, only (C), (D) or
    (E) are possible.

Which of the following are days of the
week? 1. Monday 2. Tuesday 3. Wednesday 4. Thu
rsday A B C D E 1,2,3 1,3 2,4 4
All only only only only
48
  • If (1) is known to be incorrect only C D are
    possible.

Which of the following are seasons of the
year? 1. Sunday 2. Fall 3. Tuesday 4. Spring
A B C D E 1,2,3 1,3 2,4 4 All o
nly only only only
49
  • Situational True-False

DIRECTIONS The problems within this section are
preceded by special directions. Each of the
situations is followed by one or more true-false
questions. For each of the numbered options,
fill in on the answer sheet the corresponding
circle containing "T" if the option is true or
"F" if the option is false.
50
  • Example - Situational True-False

A two year old boy for whom you have provided
medical care since his birth is brought to your
office by his mother for a previously scheduled
routine visit. The boy was last examined at the
age of 15 months, at which time he appeared to be
in his usual good health. His mother reports no
interim complaints or difficulties. The boy had
the following immunizations.
51
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52
  • In your efforts to provide this child with
    preventive health care, appropriate actions
    include which of the following?
  • 1. Give killed measles vaccine intramuscularly
    T. F.
  • 2. Perform a tuberculin skin test
    (PPD) T. F.
  • 3. Give variola (small pox) vaccine
    T. F.
  • 4. Give diphtheria, pertussis, tetanus
    booster T. F.
  • 5. Prescribe syrup of ipecac for home
    emergencies T. F.

53
  • DIRECTIONS Multiple True-False-Type X Each of
    the items below is a multiple true-false item
    which consists of a stem and four or five
    lettered options. The circle bearing either "T"
    or "F" is filled in for EACH lettered option.

54
  • Example - Multiple True-False-Type X

1. Organs of the gastrointestinal system
include the A. Stomach B. Spleen C. Gal
lbladder D. Esophagus E. Colon
55
  • Special Requirement for Type X Questions

Type X questions require a special answer sheet
which allows individuals to receive partial
credit by answering T or F for each lettered
option. This answer sheet looks like the example
below1. A. T. F. B. T. F. C. T.
F. D. T. F. E. T. F.
56
  • Listen to others who have taken or designed the
    actual examination.

57
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58
  • Visit the American Board of Family Practice Web
    Site at
  • https//www.abfp.org/index.aspx
  • http//www.familypractice.com/

59
  • Visit the National Commission on Certification of
    Physician Assistants Web Site at
  • http//www.nccpa.net

60
  • Reduce Test Anxiety!

61
  • Nutrition and Memory

62
  • Nutrition and Memory

63
  • Super Learning Methods
  • Georgi Lozanov (Bulgarian Physician)

1. Relaxation 2. Visualization 3. Joy of
Learning - Positive Thinking 4. Breathing with
Baroque Largo Music (60 beats per
minute) 5. Review
64
Two Principles of Perfect Memory
  • Imagination
  • Association

65
Left Brain
  • Words
  • Order
  • Sequence
  • Number

66
Right Brain
  • Color
  • Rhythm
  • Dimension
  • Daydreaming

67
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68
  • Summary and Conclusion
  • Tips

Try Mindtools Web Site to Improve Your
memory. http//www.mindtools.com
69
How to Improve Your Memory Time, June 12,
2000 http//www.time.com
70
Guiding Principles of Education - Definition of
LearningYou are the Instructor
  • Learning is a product of what learners already
    know, the information they encounter, and what
    they do as they learn.

71
Guiding Principles of EducationYou Are the
Instructor
  • Learning is created out of the learners'
    points of view, their knowledge, their approaches
    to learning, and the information they experience.

72
Guiding Principles of EducationYou are the
Instructor
  • It is not so much knowledge and skill
    acquisition as it is the learners' ability to
    construct meaning. Knowledge is created, not
    simply acquired, and the search for meaning is
    the engine that drives the learning process

73
Guiding PrinciplesYou are the Instructor
  • Students should be active participants in the
    learning process. They should be given
    opportunities to question, probe, and interact
    with their instructors and other students. The
    ultimate goal is to have the student gain a
    personal understanding of the subject and how the
    knowledge and skills learned apply to practical
    situations.

74
Guiding PrinciplesYou are the Instructor
  • Courses should provide a "real-life" context
    for the presentation of course content. This
    means that presentations, discussions, and
    stations should all reflect reality, using case
    scenarios, role modeling and simulation, and
    problem based learning. Students should interact
    not only with one another and their instructors,
    but with the material they are learning in a
    course.

75
Guiding PrinciplesYou Are the Instructor
  • Students know much about content and skills
    prior to their taking the course. This basic
    knowledge should be the framework for the course.
    Instructors should build on this framework of
    knowledge during the student course, enabling
    students to take what they already know and
    enhance it through the experiences of the course.

76
Guiding PrinciplesYou Are the Instructor
  • Some detailed information about content must
    be given to students in a "lecture" format
    however, this should be done in an interactive
    way. This involves questioning students to
    elicit information about their past practices and
    knowledge, sharing information about cases they
    have managed that relate to the topic of the
    presentation, and engaging students in
    conversation and discussion, while accomplishing
    the objectives of each presentation.

77
Guiding PrinciplesYou Are the Instructor
  • Teaching must be "case-based." Psychomotor
    skills should be taught in the context of whole
    person. Students should be given ample
    opportunity to interact among themselves and with
    the instructor at each skills station, to
    discuss, and "role play" through scenarios. The
    primary goal should be to show the relationship
    between the skills learned and the ultimate
    successful management of a real life situation.

78
Guiding PrinciplesYou are the Instructor
  • Instructors should evaluate student
    participation, knowledge and skill throughout the
    course and provide opportunities for remediation
    throughout the course.

79
Guiding PrinciplesYou are the instructor
  • Instructors should be good role models, not
    only in adherence to content and methodology, but
    also in their demonstration of effective teaching
    that encompasses these "guiding principles."

80
  • Summary and Conclusion
  • Tips

1. Review as completely as possible the
technical material over which you will be
tested. 2. Read directions. 3. Check the scoring
procedure. 4. Find the verbal clues. 5.
Recognize ranking and ordering.
81
  • Summary and Conclusion
  • Tips

6. Find the modus operandi. 7. Look for
mechanical clues. 8. Watch your time. 9. Play
the odds. 10. Know the question types.
82
  • Summary and Conclusion
  • Tips

11. Take as many practice tests as
possible. 12. Listen to others who have taken
or designed the examination. 13. Reduce test
anxiety.
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