Reading The Test

An entire chapter of Illuminating Texts is devoted to Reading the Test.It is not "specifically about standardized testing, though the current focus on such high-stakes tests is partly responsible for the inclusion of this chapter."

Author Jim Burke discusses testing, the politics of testing (for more on the politics of testing Burke recommends reading Alfie Kohn's book The Case Against Standardized Testing.) and reading the test in the chapter and on the companion website.

He goes on to write that, "Readers of tests must do the same things readers of other texts do if they are to understand what a test says or asks." Burke's purpose for this chapter is to create awareness of evaluative text elements. Test are another genre of text. "If students are taught to read the design and language of tests, we can help them master the genre."

He breaks down elements that combine to become the form and function of a test. He also offers strategies for reading and taking the test.

• skim and scan
• do the easy questions first
• read all the possible answers first before choosing one
• eliminate the wrong answers
• paraphrase the question before answering
• watch out for traps (like the word "not")
• try to answer the question before looking at the answers
• read rescursively
• read the test answers out loud in your head
• read the answer sheet
• answer in the order that works best for you

He says that if a student takes time to think deeply about it what will be asked on a test there will be no surprises if the student is prepared.

Burke provides the following steps to prepare students for any quiz or exam in any class. This example is geared for middle school and beyond but I think I could easily modify it for my elementary students.

Note that many of the strategies used in preparing for a test by creating a test are examples discussed in our readings.

Not only will this exercise help with test preparation, it will also develop literacy and show students how to be effective, literate learners.

While this seems like a long and complicated process, students soon begin to read and listen differently, identifying by those events and ideas likely to be on the test as you read.

Step 1. Gather Essential Information.

• Ask the teacher what will be on the test and whether it is permissible to use notes, books, or other tools.
• Ask the teacher questions like on what to expect what and this test cover.
• Ask how the test breaks down: Are there multiple-choice questions? If so, how many? Short answer? An essay question? Any matching?”
• Ask if there will be study sessions or additional preparation materials provided prior to the exam.
• Ask if you should focus on anything in particular when preparing.

Step 2. Assemble Available Resources. Prepare to create your own exam. To do this you will need the following materials:

• all your notes, chapter study guides, and old tests and quizzes
• the textbook or other primary documents/texts on which the exam will be based
• study guides, word lists, or other preparation materials your teacher has given you to help you prepare for this specific exam
• your answers to the questions in Step 1: i.e., will you be able to use notes in class? If so, that might determine what you should study and the format of your notes

Probability Continuum. When evaluating the likelihood of a question or information appearing on the exam, consider the following probability chart to help you decide:

Step 3.

Identify Likely Test Items. Create a working draft of the exam, which you can then use to prepare you for the real exam:

• Read through old tests and quizzes and, using the Probability Continuum above, ask “Will this question/subject appear on the exam?” If the answer is “probable” or “certain,” then write down the question or the fact.
• Go back through your notes and study guides and look to see what your teacher has emphasized. Look at each new topic and ask, “Will my teacher include a question or have me write about this?”
• Use your textbook (if you have one) to identify crucial information, events, or ideas likely to be on the exam. Look in the following places for such information, then ask: “Will my teacher include this on the exam?”
• Chapter preview/overview at the beginning of each chapter
• Section headings
• Bold words in the text (e.g. vocabulary words)
• Chapter study questions and other guides, reviews, and resources listed at the back of the textbook.
• If the publisher maintains a web site for the book, check to see if they offer any practice questions or additional study guides).

Step 4. Create Your Own Exam. At this point you should have a list or outline of probable questions that will appear on the exam with which you can make your own practice exam. Write the in such a form that allows extra space for notes or reminders while studying. Then write down the correct answer (or leave space for it).

Step 5. Create Your Own Essay Question. If there is to be an essay portion to the test, develop some likely essay prompts.

• Remember that essay prompts ask students to explain, discuss, or reflect on the meaning or importance of a subject.
• Essay questions do not have simple answers. While they may ask you to agree or disagree, they always ask you to explain, discuss, or defend your idea.

Burke ends the chapter by affirming "the value of knowing how to take tests well, though again that does not imply that we should turn our clases into test-prep sessions." It is our job as teachers to find the balance.

I like viewing the test as another genre of text that students must be familiar with in order to develop literacy.