SPSU 1001
Hitchhiker’s Guide to SPSU
Stress Management
Test Taking
Copyright © 2010 by Bob Brown
“Engagement” Grades
• Teachers report whether each student is
“engaged” in the third week of the term.
• I tend to rely on homework to determine
that.
• The theory is that, if you are not engaged
with the class by the third week, you are in
danger of an unsatisfactory grade.
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Stress
• New environment
• New demands
• Changes in personal
relationships
• Increased (and maybe
unknown) expectations
• What else?
What is Stress?
• A normal physical response to external
forces that affect us:
• Physical environment
• Relationships
• Demands placed on us
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And our internal reactions to these forces
Stress is related to “fight or flight”
Stress can be positive, neutral, or negative
Chronic (prolonged) stress is bad
Recognizing Stress
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Changes in appetite
Changes in sleep patterns
Fatigue, exhaustion
Sadness, or even crying
Feelings of alarm, frustration, apathy
Headache, muscle tension
Worsening of existing health problems
Stress Can Help You
• It’s a physical response to external
conditions.
• Your body gets ready for fight or flight.
• The glucose supply to the brain increases.
• But remember, chronic stress is bad.
Dealing with Stress
• Controlling your environment
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Set and keep a schedule
Get exercise
Get enough sleep, at least seven hours
Give yourself a break – save some time for fun.
• Set realistic goals
• Make lists
• Put things in order of priority
• Don’t sweat the small stuff
• Manage your time (more on that next time)
Drugs and Alcohol
• May temporarily mask stress
• Do not solve the underlying problems
• So, the end result is even more stress!
Getting Help
• Don’t try to deal with overwhelming stress
on your own.
• Sometimes, just talking through a problem
will help you “sort it out.” Talk with:
• A friend
• Your advisor or another professor.
• The Career and Counseling Center (in the
Student Center Building) has licensed
counselors to help you. Sessions are
confidential.
Tests
• Your goal as a University student: mastery
of the material.
• Your instructors must measure (assess) your
level of mastery.
• Quizzes and exams are one type of
assessment technique.
• So, they’re an inevitable part of university
life.
• If you’ve mastered the material, you will do
well on a “good” test.
Before a Test
• Start on Day One!
• Go to class, on time, every time.
• Read the assigned material before it is
scheduled to be discussed in class.
• Do the homework, on time, every time.
• Take notes as appropriate; notice those
things the instructor emphasizes or repeats.
• Notes should jog your memory, not be a
transcript of the lecture!
Before the Test
• Review your notes shortly after class.
• Make additions as necessary during the
review.
• Look up anything that remains unclear.
• Go to the next class with a list of
questions.
• The class day before the test may be
especially important. Be there and be
alert!
Studying
• Set aside time to study
• Organize your notes, reading material, and
homework. Look for:
• Main ideas
• Important concepts, skills, formulas
• Make flash cards for short-answer and math tests.
• Test yourself, preferably on paper:
• Can I explain this concept?
• Can I work this problem?
• Plan to finish studying at least several hours
before the exam; preferably the previous day.
Test Day
• Organize “gear” the day before:
• Extra pencils and pens; scratch paper
• Books, calculators, etc. if allowed.
• Be on time. (That means at least five
minutes early.)
• Be rested; all-nighters do not work.
• Be physically comfortable:
• Comfortable clothes
• Neither hungry nor too full
• Take that bathroom break before test time.
Test Anxiety
• Being well-prepared is the best antidote.
• Expect some anxiety; it is OK.
• Stay relaxed. Take a 30-second break,
change positions, and a few deep breaths if
you find yourself tensing up.
• Keep on task, avoid distractions:
• Phone and other gear turned off.
• Don’t let your mind wander.
• The Career and Counseling Center can
help with recurring test anxiety.
General Strategies
• First thing: Put your name on the paper!
• Read the directions slowly and carefully. Ask
questions if anything is unclear.
• Unless the test is insanely long, skim through
the whole thing before you start; budget your
time.
• Make notes in the margin or back of page as
you think of things.
• Answer the easy questions first!
• Do not worry about how long your classmates
are taking.
Multiple Choice Questions
• Read the question and think of the answer
before you read the suggested answers.
• If you’re unsure, eliminate answers you know
aren’t right.
• If you know at least one statement is true,
don’t choose “None of the above.”
• If at least two statements are true, consider
“All of the above.”
• Positive choices and choices with a lot of
information are likely to be right.
• Be wary of “always” and “never.”
True/False Questions
• Read the whole statement carefully. Pay
attention to qualifiers.
• If any part of the statement is false, choose
“false.”
• Be wary of “always,” “never,” and “every.”
• “Usually,” “generally,” and “sometimes”
often go with a correct answer of “true.”
• If you don’t know, guess. You have a 50-50
chance of being right. (Unless there’s a
penalty for guessing.)
Short Answer Questions
• Read carefully; be sure to answer all the
parts.
• Answer the easy questions first.
• If you know any part of the answer, write
it down.
• Do not waste the teacher’s time with
“smart” answers.
• Write as legibly as possible.
Quantitative/Math Questions
• Repetition is important when you study.
• Write key formulas in the margin before
you start.
• When possible, estimate the order of
magnitude of the answer before you work
a problem. (Example: 48  12 should be
“about 500.”)
• Show all your work; write legibly.
• If you finish early, recheck your work,
especially the arithmetic.
Open Book Tests
• Usually harder than closed-book tests, so
studying is important...
• Be sure you’ve done the required reading
and know the organization of the book.
• Know what resources are allowed and
bring everything allowed, e.g. a formula
sheet.
• If you can answer a question from
memory, do so, then check the book!
• The index is your friend!
Oral Exams
• Find out whether you are allowed props or
visual aids.
• Be sure you know the topics of the exam.
• Practice oral answers with a friend.
• Dress appropriately.
• Speak in complete sentences.
• Be aware of eye contact, posture, body
language.
• Thank the professor at the end.
Afterwards
• Check your grade for math mistakes; if you
think you’ve found one, re-check.
• If you find a grading mistake, talk to the
professor, but do not quibble over one or two
points.
• If the professor goes over the test:
• Be there!
• Take notes, preferably on your exam paper
• Understand what was wanted for answers marked
off.
• Understand how “right” answers could be improved.
Assess Your Test
• It is not enough to “learn the right answers.”
• For questions you missed, understand why
you got a wrong answer, or no answer.
• Be honest with yourself.
• Learn “what worked” when you studied.
Reinforce those techniques.
• Learn what didn’t work and re-think your
approach.
In Case of Emergency…
• Find a quiet, well-lit place to study.
• You can do without food or without sleep,
but not both! (Don’t overdo sugar and
coffee, though.)
• Choose what to study; try to focus on
things the professor emphasized.
• Read the chapter summaries.
• Study past tests, your notes, homework.
Questions