With only 3 days left before the required PSAE for Illinois high school juniors, any study of concepts should be nearing an end. Cramming probably won't be effective at this point, but preparation should continue in the form of "attitude adjustment."
I admit to being personally "test compulsive" -- a test of any kind does not pass my eyes without me wanting to "see how I can do." If you are of the same ilk, you're looking forward to the test day and will want your results as quickly as possible. You are ready. Have fun. Take the test with the expectation that you will do well.
For a majority of the population, tests are not the highlight of the day. Fear, anxiety, lack of confidence, unrealistic expectations, peer pressure, lack of sleep, poor nutrition -- each of these detractors can create an unnecessary hurdle to demonstrating your best effort on a test. Here are some suggestions for dispelling test demons so you can earn the score you really deserve.
1. Recognize your situation. If you didn't study and are taking the test "cold," admit that it wasn't particularly important to you a month ago, so why why bother to obsess about it now? Even though the result will become part of your permanent high school transcript, it's not the end of your academic options if the score doesn't support your GPA. In a later blog, we can examine ways to overcome deficiencies during the application process and college interviews.
2. Recognize your strengths. If you prepared for the test, go back through your homework and acknowledge the progress that you've made. Celebrate EVERY concept that you didn't remember a few weeks ago but are well-versed in now. Even if that particular question does not appear on the PSAE, it'll come up somewhere sooner or later and you can expect to get it right when it does. Each strategy that you've identified as effective for your personal test-taking style will add to your confidence in approaching the test as a whole.
3. Eat well on Tuesday. Get enough sleep Tuesday night. Have a good breakfast on Wednesday morning. Get up early enough that you aren't rushed on your way to school.
4. During the test,
- sit up so your brain gets enough oxygen to function properly. If you start to get fatigued, take a second or two to stretch and breath before jumping back into the questions.
- take advantage of breaks. Walk around. Grab a nutritious snack. Get back to the testing room in time to take your seat without rushing.
- use a number 2 pencil that has a "flat side" on the lead. Burnish the point so there is a broader surface for bubbling the scantron.
- bubble by starting in the center and fill in about 80% of the bubble area by circling 3 times from the center to the outside edge.
- unless you're striving for a perfect score, avoid spending too much time on a very difficult question. It might be more effective to finish each question than to correctly answer only the ones you have time to get to.
- have a default answer ready. If a question is too tough, fill in your default answer and move on to other questions that you have a better chance of answering correctly.
- let go....move on. Once you've answered a question, let it go. Don't try to remember it for later discussion. Don't get stuck on one question when there are 39 to 74 others to think about. Keep your short term memory and your working memory centers free to focus on the problem at hand. For English, Reading, and Science Reasoning, this means clearing your memory after each passage, essay, and data set. For Math, dump your memory after each problem.
- RELAX! Live in the moment. Avoid thinking about the outcome of the test and center your attention on one question at a time. You'll know you've achieved a productive test-taking attitude if time is called and you have to look around the room to reorient yourself to your surroundings.
GOOD LUCK!
Sunday, April 25, 2010
Tuesday, April 13, 2010
JUNIORS: 2 Weeks to the PSAE Study Plan
Fourteen days to the PSAE for Illinois high school juniors and time for a little "intensive study." If you haven't already, get a few copies of old ACT tests. The library or college department at your high school should have copies of the ACT preparation materials which include one sample. There are numerous prep manuals at bookstores. ACT publishes one and I also recommend the Barron's version because of it's similarity to real ACT questions and the clarity of answer explanations. Some online sources have samples too. Check out previous blogs for links.
YOUR 14 DAY PLAN...
1. Take a sample test, possibly over 4 days (one day for each section if you're under a time constraint) and keep track of how much time it takes to finish each section. Scoring your work will give you an indication of how much you need to study and timing will alert you to any need for pacing practice.
2 (One day) Choose the section in which you scored the lowest. Identify the concepts tested in each question you missed. Read the instructional material on that concept in the Barron's text or other answer key. Complete any sample questions available.
3. (The next day) Take another test on your #1 section. Score. Recognize improvement. Look over the rationale for the correct answer for any question you missed.
4. Repeat the process on the next lowest scoring section -- 2 days of review -- one day to study and the next day to retest and review. Repeat Step 4 until all sections have been studied.
If you used 4 days to take the original test, you've spent 12 days studying. Two more to go.
5. Take another full test. If pacing has been problematic, follow these guidelines:
ENGLISH (75 questions in 45 minutes): There are 5 articles, each with 15 questions. Try to finish all questions in an article in 9 minutes. Answer each question as you come to it. Don't skip any. Put answers directly on the scantron.
MATH (60 problems in 60 minutes): This may appear to give you 1 minute for each question, but the easier ones come at the beginning and the more difficult ones after #45. Try to spend just 30 seconds on most of the first 30 questions. From 31 to 45, plan on one minute each. From 46 through 60, you'll have about 2 minutes for each. If a problem requires too much time, skip it if you aren't looking for a perfect score. Either mark the scantron lightly so you know to return to the question, or default the question right away but lightly so you can change the answer if you have time to come back and work on it again.
READING (40 questions in 35 minutes): Each Reading passage has 10 questions. Plan to spend 8 minutes on each passage, leaving 3 minutes extra for the "extra hard" questions. Try answering direct questions first and inferential ones once you have an idea what the article is about. Mark answers directly on the test booklet until all 10 are complete and then transfer your selections to the scantron before moving to the next article.
SCIENCE REASONING (40 questions in 35 minutes): For pacing, plan to spend one less minute than the number of questions in the data set. This timing gives you 2 additional minutes; that's not much, so use it wisely. Answer questions in the order they are asked within the data set and mark your alternative choices directly on the scantron. BUT if you're not reaching for a 35 or 36 (nearly perfect or perfect score), hold an extremely difficult data set for last. Default the answers if you think you'll run out of time, but do so lightly enough so that you can erase if you get back to it and work out answers.
READY? SET? STUDY!
YOUR 14 DAY PLAN...
1. Take a sample test, possibly over 4 days (one day for each section if you're under a time constraint) and keep track of how much time it takes to finish each section. Scoring your work will give you an indication of how much you need to study and timing will alert you to any need for pacing practice.
2 (One day) Choose the section in which you scored the lowest. Identify the concepts tested in each question you missed. Read the instructional material on that concept in the Barron's text or other answer key. Complete any sample questions available.
3. (The next day) Take another test on your #1 section. Score. Recognize improvement. Look over the rationale for the correct answer for any question you missed.
4. Repeat the process on the next lowest scoring section -- 2 days of review -- one day to study and the next day to retest and review. Repeat Step 4 until all sections have been studied.
If you used 4 days to take the original test, you've spent 12 days studying. Two more to go.
5. Take another full test. If pacing has been problematic, follow these guidelines:
ENGLISH (75 questions in 45 minutes): There are 5 articles, each with 15 questions. Try to finish all questions in an article in 9 minutes. Answer each question as you come to it. Don't skip any. Put answers directly on the scantron.
MATH (60 problems in 60 minutes): This may appear to give you 1 minute for each question, but the easier ones come at the beginning and the more difficult ones after #45. Try to spend just 30 seconds on most of the first 30 questions. From 31 to 45, plan on one minute each. From 46 through 60, you'll have about 2 minutes for each. If a problem requires too much time, skip it if you aren't looking for a perfect score. Either mark the scantron lightly so you know to return to the question, or default the question right away but lightly so you can change the answer if you have time to come back and work on it again.
READING (40 questions in 35 minutes): Each Reading passage has 10 questions. Plan to spend 8 minutes on each passage, leaving 3 minutes extra for the "extra hard" questions. Try answering direct questions first and inferential ones once you have an idea what the article is about. Mark answers directly on the test booklet until all 10 are complete and then transfer your selections to the scantron before moving to the next article.
SCIENCE REASONING (40 questions in 35 minutes): For pacing, plan to spend one less minute than the number of questions in the data set. This timing gives you 2 additional minutes; that's not much, so use it wisely. Answer questions in the order they are asked within the data set and mark your alternative choices directly on the scantron. BUT if you're not reaching for a 35 or 36 (nearly perfect or perfect score), hold an extremely difficult data set for last. Default the answers if you think you'll run out of time, but do so lightly enough so that you can erase if you get back to it and work out answers.
READY? SET? STUDY!
Wednesday, April 7, 2010
SENIORS! PSAE AND GRADUATION
This year for the first time, the Illinois legislature is requiring the PSAE as a prerequisite to graduation from a public school. If you are a Senior and did not take the PSAE last Spring, you MUST take it this April. Previously a student could substitute the ACT score from a national administration of the test to meet the PSAE "requirement." That is no longer acceptable.
You must have a PSAE score on your permanent high school transcript in order to qualify for graduation, but don't worry too much about the level of the score. If you're already accepted at the college of your choice, there is little chance that you will be turned away now.
To read instructions from the State Board of Education to public high schools regarding the new legislation, click on the link
http://www.isbe.state.il.us/assessment/psae.htm
and go to the publication titled 2009-10 Guidance - PSAE & the Receipt of a Regular High School Diploma (posted 9/30/09).
You must have a PSAE score on your permanent high school transcript in order to qualify for graduation, but don't worry too much about the level of the score. If you're already accepted at the college of your choice, there is little chance that you will be turned away now.
To read instructions from the State Board of Education to public high schools regarding the new legislation, click on the link
http://www.isbe.state.il.us/assessment/psae.htm
and go to the publication titled 2009-10 Guidance - PSAE & the Receipt of a Regular High School Diploma (posted 9/30/09).
Tuesday, April 6, 2010
ACT - APRIL 10, 2010
Only 3 days left to study for Saturday's ACT. Plan well. Work smart. Relax.
Tuesday: Select the section in which you predict you will have the most trouble. Review your past study materials and remind yourself of the strategies that you have discovered for doing your best work. Go over questions or problems that you missed before and ensure that you could select correct answers now. Use a note card to jot down any vocabulary, formulas, or steps that you want to brush up on at the last minute. Even if you never use it, you will benefit from making the list in terms of both memory and self-confidence.
Wednesday: Review the section in which you predict you will receive your highest score. Again look over your past study materials. Use this section to remind yourself how successful you can be when you put your mind to it. Look over your note card from yesterday with the confidence that you can achieve an outstanding score even on your weakest section.
Thursday: Only two more sections to review. Remind yourself of the strategies that resulted in your greatest success. Congratulate yourself on studying smart and prepare to reap the reward of a terrific ACT score.
Tuesday: Select the section in which you predict you will have the most trouble. Review your past study materials and remind yourself of the strategies that you have discovered for doing your best work. Go over questions or problems that you missed before and ensure that you could select correct answers now. Use a note card to jot down any vocabulary, formulas, or steps that you want to brush up on at the last minute. Even if you never use it, you will benefit from making the list in terms of both memory and self-confidence.
Wednesday: Review the section in which you predict you will receive your highest score. Again look over your past study materials. Use this section to remind yourself how successful you can be when you put your mind to it. Look over your note card from yesterday with the confidence that you can achieve an outstanding score even on your weakest section.
Thursday: Only two more sections to review. Remind yourself of the strategies that resulted in your greatest success. Congratulate yourself on studying smart and prepare to reap the reward of a terrific ACT score.
Friday, April 2, 2010
FOOD FOR THOUGHT (EATING YOUR WAY TO AND THROUGH THE ACT)
What you eat can effect your ability to think, as well as your physical and emotional response to the stress of taking a long test. During the regular school year and especially when preparing for the ACT, your daily diet is as important as your nutritional “cramming” the day before an important exam.
Nutritional studies identify four substances necessary for optimal functioning of the brain*.
VITAMIN B (folic acid, B12 and B6) helps keep the brain active and facilitates concentration.
(lean meat, leafy vegetables, cranberries, bananas, nuts and seeds)
OMEGA 3 FATTY ACIDS promote neurotransmissions (messages within the brain) to help you stay focused and improve memory, possibly even reducing learning disabilities**.
(herring, anchovies, sardines, salmon and tuna)
COMPLEX CARBOHYDRATES can counteract test anxiety and sustain energy for longer periods of time than sugary treats. Complex carbos raise serotonin levels and help clarify thought.
(corn, squash, beets and whole grain cereals)
PROTEINS are broken down in the digestive system to form amino acids that feed the brain and help memory acquisition and retrieval.
(eggs, milk products, dried beans, whole grains, green leafy vegetables, nuts, fish and poultry)
A SPECIAL NOTE ON FLUIDS...
Dehydration is one side effect of stress which can have a negative impact during a test and while studying also. Drinking water is a good remedy.
Nutritionists at MIT Medical Center for Health Promotion & Wellness*** suggest a diet for test-taking time.
For the day before a big exam, focus on a well-balanced combination of equal parts protein, complex carbohydrates, and vegetables, that includes foods high in vitamin B and fatty acids.
On test day morning focus on protein and minimize sugars. Breakfast might include eggs, low-fat cottage cheese, a smoothie using fruits such as pears, apples and berries that are mixed with whey protein and kelp powder.
The ACT snack after Math and before Reading could include a banana, dried cranberries or raisins, nuts like peanuts, cashews, pecans, walnuts or almonds, seeds like flax, pumpkin, and sunflower, even a little dark chocolate if you need a reward.
On regular school days, when lunch is followed by additional classes, think of lean meat, tofu, tuna or salmon, dark green leafy vegetable, cheese, raw carrots, and whole grain bread.
*womenshealth.about.com/od/fitnessandhealth/a/goodbraingreat.htm
**Shannon Wakeland, “Brain Food for Exams.” www.ehow.com
***medweb.mit.edu/wellness/topics/.../Brain_Food_for_exams_spr08
Nutritional studies identify four substances necessary for optimal functioning of the brain*.
VITAMIN B (folic acid, B12 and B6) helps keep the brain active and facilitates concentration.
(lean meat, leafy vegetables, cranberries, bananas, nuts and seeds)
OMEGA 3 FATTY ACIDS promote neurotransmissions (messages within the brain) to help you stay focused and improve memory, possibly even reducing learning disabilities**.
(herring, anchovies, sardines, salmon and tuna)
COMPLEX CARBOHYDRATES can counteract test anxiety and sustain energy for longer periods of time than sugary treats. Complex carbos raise serotonin levels and help clarify thought.
(corn, squash, beets and whole grain cereals)
PROTEINS are broken down in the digestive system to form amino acids that feed the brain and help memory acquisition and retrieval.
(eggs, milk products, dried beans, whole grains, green leafy vegetables, nuts, fish and poultry)
A SPECIAL NOTE ON FLUIDS...
Dehydration is one side effect of stress which can have a negative impact during a test and while studying also. Drinking water is a good remedy.
Nutritionists at MIT Medical Center for Health Promotion & Wellness*** suggest a diet for test-taking time.
For the day before a big exam, focus on a well-balanced combination of equal parts protein, complex carbohydrates, and vegetables, that includes foods high in vitamin B and fatty acids.
On test day morning focus on protein and minimize sugars. Breakfast might include eggs, low-fat cottage cheese, a smoothie using fruits such as pears, apples and berries that are mixed with whey protein and kelp powder.
The ACT snack after Math and before Reading could include a banana, dried cranberries or raisins, nuts like peanuts, cashews, pecans, walnuts or almonds, seeds like flax, pumpkin, and sunflower, even a little dark chocolate if you need a reward.
On regular school days, when lunch is followed by additional classes, think of lean meat, tofu, tuna or salmon, dark green leafy vegetable, cheese, raw carrots, and whole grain bread.
*womenshealth.about.com/od/fitnessandhealth/a/goodbraingreat.htm
**Shannon Wakeland, “Brain Food for Exams.” www.ehow.com
***medweb.mit.edu/wellness/topics/.../Brain_Food_for_exams_spr08
Thursday, April 1, 2010
EARN COLLEGE CREDIT WITH CLEP TESTS
Many high school Seniors are struggling with "Senioritis" during these last few weeks of the semester. It may seem onerous at the moment to think about the academics involved in college study, to put aside thoughts of graduation parties, gifts, and your upcoming summer of freedom, but now is the perfect time to think about gaining a few "free" college credits.
Testing out of one or more of the foundational courses required by many colleges can have several short and long term benefits:
1. Cut down on the cost of an undergraduate degree.
2. Shorten the time required to obtain an undergraduate degree.
3. Reduce the number of credits you need to take each semester.
4. Achieve upper-classman considerations more quickly.
5. And, oh, did I mention LOWING THE FINANCIAL INVESTMENT of an undergraduate degree?
AP courses are common offerings in many high schools. You may have taken these advanced placement classes and the accompanying final test. You may have earned a score high enough to qualify for credit at your college of choice. But AP tests are not the only option for earning college credit without paying full tuition and sitting through a whole semester of college lectures, quizzes, and tests. Consider CLEP exams.
Now is a terrific time to test out of basic courses. Information learned in high school will never be more fresh in your mind than now. Working on something academic over the summer before college will keep your academic skills fresh, and believe me, you will need a supple, functioning brain as a Freshman in college more than ever before in your educational life.
First, check with your college to find out which CLEP exams are acceptable. Some of my students have tested out of Biology, Natural Science, English Composition, Intro to Psych, and even German based on what they learned in high school.
2. Decide which CLEP tests are reasonable for you.
3. Access information from the College Board (the publishers of both AP and CLEP tests) to review study materials.
4. Create a study plan that leaves plenty of time for socializing, work, and just plain fun. (This IS after all an important summer for you.)
5. Stick to the study plan. (Read my blogs on staying motivated.)
6. Schedule the CLEP exam.
7. Fly off to college knowing that you are ahead of everyone else in your dorm!
Here are some online resources that will be helpful:
:http://www.212articles.com/articles/91708/1/-CLEPs-are-more-accessible-to-high-school-students-than-the-better-known-AP-exams/Page1.html
http://www.collegeboard.com
http://www.clepexampracticetests.com/
http://www.testprepreview.com/clep_practice.htm
Or search "clep exams" on computer.
Testing out of one or more of the foundational courses required by many colleges can have several short and long term benefits:
1. Cut down on the cost of an undergraduate degree.
2. Shorten the time required to obtain an undergraduate degree.
3. Reduce the number of credits you need to take each semester.
4. Achieve upper-classman considerations more quickly.
5. And, oh, did I mention LOWING THE FINANCIAL INVESTMENT of an undergraduate degree?
AP courses are common offerings in many high schools. You may have taken these advanced placement classes and the accompanying final test. You may have earned a score high enough to qualify for credit at your college of choice. But AP tests are not the only option for earning college credit without paying full tuition and sitting through a whole semester of college lectures, quizzes, and tests. Consider CLEP exams.
Now is a terrific time to test out of basic courses. Information learned in high school will never be more fresh in your mind than now. Working on something academic over the summer before college will keep your academic skills fresh, and believe me, you will need a supple, functioning brain as a Freshman in college more than ever before in your educational life.
First, check with your college to find out which CLEP exams are acceptable. Some of my students have tested out of Biology, Natural Science, English Composition, Intro to Psych, and even German based on what they learned in high school.
2. Decide which CLEP tests are reasonable for you.
3. Access information from the College Board (the publishers of both AP and CLEP tests) to review study materials.
4. Create a study plan that leaves plenty of time for socializing, work, and just plain fun. (This IS after all an important summer for you.)
5. Stick to the study plan. (Read my blogs on staying motivated.)
6. Schedule the CLEP exam.
7. Fly off to college knowing that you are ahead of everyone else in your dorm!
Here are some online resources that will be helpful:
:http://www.212articles.com/articles/91708/1/-CLEPs-are-more-accessible-to-high-school-students-than-the-better-known-AP-exams/Page1.html
http://www.collegeboard.com
http://www.clepexampracticetests.com/
http://www.testprepreview.com/clep_practice.htm
Or search "clep exams" on computer.
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