Dyana Valentine

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Test Taking and Anxiety

Learning Objectives

  • Identify different types of tests and studying strategies for each;

  • Learn anxiety-quelling strategies for before, during and after a test;

  • Identify your study needs;

  • Define cheating and academic integrity

“Of all the pitfalls in our paths and the tremendous delays and wanderings off the track I want to say that they are not what they seem to be. I want to say that all that seems like fantastic mistakes are not mistakes, all that seems like error is not error; and it all has to be done. That which seems like a false step is the next step.”

– Agnes Martin, artist 

Testing is a part of life. Have you ever participated in an athletic event? Or taken a driver’s license test? A Math or English placement test? All of these common life situations are forms of tests because they measure how much we know about a specific subject at a single point in time. They alone do not measure your intelligence or potential. Rather, they only show how much you know or can do at that moment. We can learn from how we have performed, and we can think about how to apply what we have learned to do even better next time. 

Many of our daily activities are measurements of progress toward mastery of skills or knowledge. We welcome these opportunities as both work and fun. Academic tests are similar to real-life tests in the following ways:

  • They help us measure our progress toward mastery of a particular skill;

  • They are not a representation of how smart, talented, or skilled we are but rather are a measurement only of what we know about a specific subject at a specific point in time.;

  • They are extraordinary learning opportunities.

Academic tests in college are different from those you took in high school. College professors expect much more of you in an exam: your opinions, interpretations, thought processes, and conclusions. High school teachers usually test for your ability to repeat precisely what you read in your text or heard in your class.

Success on high school tests relies much more on memorization than on understanding the material. This is why you need to modify your study habits and your strategies for taking exams in college.

Video

You use your brain's executive function every day -- it's how you do things like pay attention, plan ahead and control impulses. Can you improve it to change for the better? With highlights from her research on child development, cognitive scientist Sabine Doebel explores the factors that affect executive function -- and how you can use it to break bad habits and achieve your goals. https://bit.ly/executivefunctionandbrains

TYPES OF TESTS

All tests are designed to determine how much you know about a particular subject at a particular point in time. But you should be aware of differences in types of tests because this will help you prepare. 

Tests can be grouped into various categories based on how they are delivered. Depending upon the type of test you have, your strategies will vary. For example: 

  • Paper tests

    • Require students to write answers on the test pages or in a separate test booklet. They are typically used for in-class tests. Neatness and good grammar count, even if it’s not an English exam. Remember that the instructor will be reading dozens of test papers so make sure you write neatly;

  • Open-book tests 

  • Allow students to use their notes, textbook, or both while taking the exam. College professors often give this type of test when they are more interested in your ability to articulate your thoughts and critical thinking than your memory power. Be prepared to defend your own viewpoints. When preparing, know where key material is present in your book and notes, create an index for your notes and use sticky notes to flag key pages of your textbook before the exam. Be careful when copying information or formulas to your test answers;

  • Take-home tests 

  • Are similar to open-book tests except you have the luxury of time on your side. The professor will likely expect more detail and more complete work because you are not under a strict time limit and because you have access to reference materials. Be clear about when the test is due. Make sure you submit the exam on time. Also, find out if the professor allows or expects you to collaborate with classmates. Be sure to type your exam and don’t forget to spell-check;

  • Online tests 

  • Are becoming more common. Since these tests are computer-graded, be aware that the professor’s judgment may not be involved in the grading. Your answers to objective questions will be either correct or incorrect; there may be no room for partially-correct responses;

  • With online tests, be sure you understand the testing format;

    • Are there practice questions? If so, make sure you use them;

    • Find out if you will be allowed to move freely between test sections to go back and check your work or to complete questions you might have skipped. Some online tests do not allow you to return to sections once they are “submitted”;

    • Unless your exam needs to be taken during a specific window of time, do not wait until the last minute to take the test;

    • Should you have technical problems, you want to have time to resolve the issues.  Keep your instructors contact information or the technical support website or phone number nearby in case you need tech support;

    • To minimize problems during the test, close all other applications before beginning the test;

  • Presentations and oral exams 

  • Are highly interactive. The professor can (and likely will) probe you on certain points, question your assumptions, or ask you to defend your point of view. Make sure you practice your presentation many times with and without an audience (your study group is good for this). Have a clear and concise point of view and keep to the allotted time. You don’t want to miss some key points if your professor cuts you off because you have run out of time. 

Special Strategies for Math and Science Exams

Math tests require some special strategies because they are often problem based rather than question based.

DO THE FOLLOWING BEFORE THE TEST:

  • Attend all classes and complete all assignments. Pay special attention to working on all assigned problems. After reviewing problems in class, take careful notes about what you did incorrectly. Repeat the problem and do a similar one as soon as possible. It is important that the last solution to a problem in your mind is a correct solution;

  • Think about how each problem solution can be applied in a real-world situation. This helps make even the most complex solutions relevant and easier to learn;

  • In your study group, take turns presenting solutions to problems, observing, and correcting everyone’s work;

  • If you are having difficulty with a concept, get help right away. Remember that math especially builds new material on previous material. If you are having trouble with a concept now, you are likely to have trouble going forward. Make an appointment with your instructor, your teaching assistant, or a classmate. 

Don’t be shy about asking for a tutor—tutoring is not just for students needing remedial help; many successful students seek them out, too. As a student at Santa Monica College, you have access to free tutoring support throughout campus in a variety of subjects. Visit the SMC tutoring services website for more information: www.smc.edu/tutoring 

If you are a Math, Engineering, or Science major you should research the SMC STEM program! At Santa Monica College, the Science and Research Initiative (SRI) serves to enrich the experience of students majoring in math, science and engineering. The program supports financially disadvantaged and/or historically underrepresented students by providing a variety of services including academic counseling, peer mentoring, tutoring, community building opportunities, research opportunities, and a variety of other resources. Their primary goal is to equip STEM students with the skills and attitudes necessary for their successful transfer to college. For more information about STEM and how to apply visit their website: www.smc.edu/stem 

DO THE FOLLOWING DURING THE TEST:

  • Review the entire test before you start and work the problems you feel most confident with first;

  • Approach each problem following three steps:

    • Read the problem through twice: The first time to get the full concept of the question, and the second time to draw out pertinent information. After you read through the problem the first time, ask yourself, “What is this problem about?” and “What is the answer likely to be like?” The second time through, consider these questions: “What facts do I have available?” “What do I know?” “What measurable units must the answer be in?” Think about the operations and formulas you will need to use. Try to estimate a ballpark answer;

  • Compute your answer. First, eliminate as many unknowns as possible. You may need to use a separate formula for each unknown. Use algebraic formulas as far as you can before plugging in actual numbers; that will make it easier to cancel and combine factors. Remember that you may need two or more tries before you come up with the answer;

  • Check your work. Start by comparing your actual answer to the estimate you made when you first read the problem. Does your final answer sound likely? Check your arithmetic by opposite operations: use multiplication to check division and addition to check subtraction, and so on.

You should consider using these steps whenever you are working with any math problems, not just when you get problems on tests.

Science tests also are often problem based, but they also generally use the scientific method. This is why science tests may require some specific strategies.

  • Before the test, review your lab notes as well as your class notes and assignments. Many exam questions build upon lab experience, so pay close attention to your notes, assignments, and labs. Practice describing the experimental process;

  • Read the question carefully. What does the instructor expect you to do - prove a hypothesis, describe an experiment, summarize research? Underline the words that state the objective of the question;

  • Carefully review all the diagrams given with the question. What do they illustrate? Why are they included with the question? Are there elements on the diagram you are expected to label;

  • Many science questions are based on the scientific method and experimental model. When you read the test question, identify the hypothesis the problem is proposing; be prepared to describe an experimental structure to prove a hypothesis. When you check your work, make sure the hypothesis, experimental steps, and a summary of results (or expected results) are clear. Some of these elements may be part of the question, while others you may need to provide in your answer.

TEST-TAKING STRATEGIES: Before, During and After

Before you Take a Test

Q: When should you start preparing for the first test? (Select one.)

  1. The night before;

  2. The week prior;

  3. The first day of classes;

If you answered “The first day of classes,” you are correct. If you selected all three, you are also correct. Preparing to pass tests is something that begins when learning begins and continues all the way through to the final exam.

Many students, however, don’t start thinking about test taking, whether weekly exams, mid-terms, or finals, until the day before when they engage in an all-nighter, or cramming. Additionally, a lot of students are unaware of the many strategies available to help with the test taking experience before, during, and after. Let’s review what has helped you so far.

Your Turn: Activity

YOUR TEST-TAKING STRATEGIES

  • On a sheet of paper or document, write down the pre-test strategies you already use;

  • Organize your notebook and other class materials the first week of class;

  • Keep your materials organized throughout the term;

  • Take notes on key points from lectures and other materials;

  • Make sure you understand the information as you go along;

  • Ask for your professor’s or a study group member’s help early and often;

  • Organize and regularly attend a study group;

  • Create study tools, such as flash cards and graphic organizers;

  • Complete all homework assignments on time;

  • Review possible test items several times beforehand;

  • Ask your instructor what items are likely to be covered on the test;

  • Ask your instructor if they can provide a study guide or practice questions;

  • Ask your instructor if they give partial credit for test items;

  • Maintain an active learner attitude;

  • Schedule extra study time prior to the test;

  • Gather and review all notes, handouts, and other materials needed before studying;

  • Organize your study area for maximum concentration and efficiency;

  • Create and use mnemonic or memory devices to help you encode the material into your long-term memory;

  • Put key terms and formulas on a single study sheet that can be quickly reviewed;

  • Schedule study times short enough (1-2 hours) so you do not get burnt out;

  • Get plenty of consistent sleep throughout the semester since your brain needs it to learn;

  • Set a back-up alarm in case the first alarm doesn’t sound or you sleep through it on exam day;

  • Have a good breakfast with complex carbs and protein to help you be fully energized;

  • Show up 10 minutes early for your test to get completely settled before it starts;

  • Use the restroom beforehand to minimize distractions.

Read the steps below on How to Create a Study Schedule to Prepare for Your Exams. Next, design a plan you know will work well for you when it comes to studying for any test – final, mid-term, State Boards, etc.

Exam Study Schedule

Studying for exams at any point in the semester can be stressful, but studying for finals can be extra stressful. Collecting all of the materials you need to create a schedule and assessing how much time you have to study before your finals start can help you create a study schedule. Carefully considering the restrictions on your time and sticking to your study schedule can help you create a useful schedule and be more productive when you study.

ASSESS YOUR STUDY NEEDS

  • Pick a calendar for keeping track of your schedule. Before you can actually create a study schedule for finals week, you need to decide what exactly you’ll use for scheduling. You might prefer paper calendars or planners, or you might want to use the calendar app on your phone, and download an actual study app. It doesn’t matter which type you prefer, as long as you have something;

  • Exam schedule. Before you even begin crafting a schedule, make sure you have all of your exam dates in front of you. This will make creating your schedule a lot easier because you won’t have to stop and search for information or, even worse, have to start over because you forgot about an exam;

  • Print out your school break schedule. If you have breaks between when you start drawing up your study schedule and finals week, you can use them to devote more time to studying since you won't have to attend class.

    • Depending on how long your classes usually are per day, consider adding extra study sessions for those courses during their regularly scheduled meeting times. This gives you some extra time to study without really disrupting your usual schedule;

  • Calculate how much time you have. How much time you have to study for finals will depend on when in the semester you start drawing up your schedule. Once you’re ready to set your study schedule, calculate how many days you have between now and when your exams are. This will obviously be a different number for every exam.

    • When you're calculating how much time you have, keep in mind that you probably won't be able to study every single day before finals. Subtract days that you have a lot going on and won't be able to study. This gives you a more realistic total number of days you have;

  • Prioritize your exams. Once you know how much time you have to study for each exam, prioritize them. List your exams in order, starting with the one you have to take the soonest, and ending with your last exam.

    • You might also want to consider prioritizing by how hard the exam is likely to be. Say, for example, you have a final for math after you have a final in English, but you know math is harder for you. You might want to move math up above English on your list so you know you have enough time to study for it.

MAKE A SCHEDULE

Limit your study time per session. Research shows that after about two hours, we are less able to focus on a specific topic or task, and our concentration and ability to retain information declines. Scheduling your study time in two-hour blocks not only prevents you from setting unrealistic goals, it also helps you make the most productive schedule;

  • This doesn't mean that you can only schedule one two-hour session per day. Depending on how much other time you have available to study, you can schedule one or two two-hour sessions in the morning and one or two two-hour sessions later in the day;

  • If you're going to schedule multiple sessions per day, try to schedule them for the time when you work best. If you work better in the morning, try scheduling two sessions before noon - with a break in between them. If you work better in the evening, schedule one session before dinner and one after;

  • Focus on one topic at a time. In each study session, studying one subject at a time can help you focus on the material better and therefore retain more;

  • Splitting your time between multiple subjects per study session doesn't give you enough time to get deep enough in the material to really retain anything;

  • Some change is good when you're studying. Studying one topic for one study session and then switching to something totally different for your next session can keep things fresh and keep up your efficiency and energy;

  • Build a time for review. When you’re setting up your times to study, make sure you build in ten or fifteen minutes to quickly review what you studied the day before. It keeps things fresh in your mind and will remind you of the connections between what you’re doing and what you already did;

  • Build in breaks. While you’re scheduling time to study, it’s also important to build breaks into your schedule. Research suggests that you should take a break for 10 – 15 minutes every hour;

  • You should also schedule larger breaks – like time to exercise or hang out with friends or stream your favorite show. Giving your brain and your body a chance to relax will make you more productive in the long run;

  • Color code your schedule. As you’re scheduling your existing appointments and obligations and your study time, color code each type of activity. This gives you a better visual representation of what your week will be like and can often help you determine how much time you really need to spend studying;

  • Stay consistent. Try to study at the same time (and possibly the same place) every day. This can make studying become almost automatic.

During Your Test

Here is a list of the most common–and useful–strategies to apply during an exam.

  • Scan the test, first, to get the big picture of how many test items there are, what types there are (multiple choice, matching, essay, etc.), and the point values of each item or group of items;

  • Determine which way you want to approach the test:

    • Some students start with the easy questions first, that is, the ones they immediately know the answers to, saving the difficult ones for later, knowing they can spend the remaining time on them;

    • Some students begin with the biggest-point items first, to make sure they get the most points.

  • Determine a schedule that takes into consideration how long you have to test, and the types of questions on the test. Essay questions, for example, will require more time than multiple choice, or matching questions;

  • Keep your eye on the clock;

  • If you can mark on the test, put a checkmark next to items you are not sure of just yet;

    • It is easy to go back and find them to answer later on;

    • You might just find some help in some other test items covering similar information.

  • Sit where you are most comfortable, whether in your home, a library, or the classroom. If you happen to be taking your exam in a classroom, sitting near the front has a couple of advantages:

    • You may be less distracted by other students;

    • If a classmate comes up with a question for the instructor and there is an important clarification given, you will be better able to hear it and apply it, if needed.

  • Wear earplugs if noise distracts you;

  • You do NOT have to start with question number one on the exam, unless it is designed to only display one question at a time. Read through all the questions, if allowed, then start where you feel comfortable in the test. If you are unsure of a question, mark it or take a note to remember to come back to the question later;

  • Bring water. This helps calm the nerves, for one, and water is also needed for optimum brain function;

  • If permitted, get up and stretch (or stretch in your chair) from time to time to relieve tension and increase blood flow to the brain;

  • Remember to employ strategies to reduce test taking anxiety (covered in the Test Anxiety section);

  • If despite all of your best efforts to prepare for a test you just cannot remember the answer to a given item for multiple choice, matching, and/or true/false questions, employ one or more of the following educated guessing (also known as “educated selection”) techniques. By using these techniques, you have a better chance of selecting the correct answer;

    • It is usually best to avoid selecting an extreme or all-inclusive answer (also known as 100% modifiers) such as “always,” and “never”. Choose, instead, words such as “usually,” “sometimes,” etc. (also known as in-between modifiers);

    • Although there is some dispute about this, it is still safe to say that choosing “C” is often correct;

    • If the answers are numbers, choose one of the middle numbers;

    • If you have options such as “all of the above,” or “both A and B,” make sure each item is true before selecting those options;

    • Choose the longest, or most inclusive, answer;

    • Make sure to match the grammar of question and answer. For example, if the question indicates a plural answer, search for responses with plural answers;

    • Regarding matching tests: count both sides to be matched. If there are more questions than answers, ask if you can use an answer more than once;

    • Pay close attention to items that ask you to choose the “best” answer. This means one answer is better or more inclusive than a similar answer;

    • Read all of the response options.

Visit the Learning Commons of University of British Columbia for more test taking toolkits for student success. https://bit.ly/ubctoolkits

After Your Test

In addition to sighing that big sigh of relief you may exhale after a test or exam, here are a few suggestions to help you use what you just learned taking the text and applying it to future experiences.

  • If you don’t understand why you did not get an item right, ask the instructor. This is especially useful for quizzes that contain information that may be incorporated into more inclusive exams such as midterms and finals;

  • Analyze your results to help you in the future; for example,

    • Determine if most of your incorrect answers were small things such as failing to include the last step in a math item, or neglecting to double-check for simple errors in a short- answer or essay item;

    • Figure out where in the test you made the most errors: beginning, middle, or end. This will help you pay closer attention to those sections in the future.

Your Turn: Activity

TEST-TAKING ADVICE FROM A FRIEND

Write a letter of advice to Mark, a new college student, incorporating 10 test taking tips and strategies you think will help him.

Mark believes he is good at organization. After the first two weeks of classes, however, he becomes overwhelmed with all of the handouts and materials. He then begins to fall behind and has to cram the night before. When it comes to tests, he worries that his notes might not have all the information. 

During tests, he sometimes gets stuck on a question and spends too much time on it. He also tends to change his answers too often, only to find his original selection was correct. Mark is easily distracted by other students and noises, which makes it hard for him to concentrate.

What advice would you give Mark?

TYPES OF EXAM QUESTIONS

You can gain even more confidence in your test taking abilities by understanding the different kinds of questions an instructor may ask and applying the following proven strategies for answering them. Most instructors will likely use various conventional types of questions. Here are some tips for handling the most common types.

MULTIPLE-CHOICE QUESTIONS

  • Read the instructions carefully to determine if there may be more than one right answer. If there are multiple right answers, does the instructor expect you to choose just one, or do you need to mark all correct options?

  • Read each question carefully and try to answer it in your head before reading the answer options. Then consider all the options. Eliminate first the options that are clearly incorrect. Compare the remaining answers with your own answer before choosing one and marking your paper;

  • Seek out clue words that hint that certain option answers might be correct or incorrect. Absolute words like “never,” “always,” “every,” or “none” are rarely found in a correct option. Less absolute words like “usually,” “often,” or “rarely” are regularly found in correct options;

  • Be aware of the word “not” in the stem phrase and in the answer choice options; it is an easy word to miss if you are reading too quickly, but it completely changes the meaning of the possible statements.

Video

This video has tips for multiple-choice test taking strategies. Have you ever used these techniques? Did they work for you? https://bit.ly/multiplechoicetips

TRUE-OR-FALSE QUESTIONS

  • Most of the tips for multiple-choice questions apply here as well. Be particularly aware of the words “never,” “always,” “every,” “none,” and “not” because they can determine the correct answer;

  • Answer the questions that are obvious to you first. Then go back to statements that require more thought;

  • If the question is stated in the positive, restate it to yourself in the negative by adding the word “not” or “never.” Does the new statement sound truer or more false?

  • If you still are unsure whether a statement is true or false and must guess, choose “true” because most tests include more true statements than false (but don’t guess if a wrong answer penalizes you more than one left blank).

MATCHING COLUMNS

  • Start by examining the two columns to be matched. Are there an equal number of items in both columns? If they are not equal, do you have to match some items in the shorter column to two or more items in the longer column, or can you leave some items unmatched? Read the directions to be sure;

  • If one column has a series of single words to be matched to phrases in the other column, read all the phrases first, then all the single words before trying to make any matches. Now go back and read each phrase and find the word that best suits the phrase;

  • If both columns have single words to be matched, reduce the number of potential matches by grouping them by parts of speech (nouns with nouns, verbs with verbs, etc.);

  • As always, start by making the matches that are obvious to you, and then work on the ones that require more thought. Mark off all items you have already used so you can easily decide which words or phrases still remain to be matched.

SHORT ANSWER QUESTIONS

  • Short answer questions are designed for you to recall and provide some very specific information (unlike essay questions, which also ask you to apply critical thinking to that information). When you read the question, ask yourself what exactly the instructor wants to know. Keep your answers short and specific.

ESSAY QUESTIONS

  • Essay questions are used by instructors to evaluate your thinking and reasoning applied to the material covered in a course. Good essay answers are based on your thoughts, supported by examples from classes and reading assignments;

  • Careful planning is critical to answering essay questions effectively. Note how many essay questions you have to answer and how difficult each question seems. Then allocate your time accordingly;

  • Read the question carefully and underline or circle keywords. Be alert for words that describe the instructor’s expectations for your response. This “Words to Watch for in Essay Questions”, https://bit.ly/wordstowatchfor, article will help you learn key words in essay questions to help you succeed;

  • If time allows, organize your thoughts by creating a quick outline for your essay. This helps ensure that you don’t leave out key points, and if you run out of time, it may pick up a few points for your grade. Jot down specific information you might want to use, such as names, dates, and places;

  • Introduce your essay answer, but get right to the point. Remember that the instructor will be grading dozens of papers and avoid “filler” text that does not add value to your answer. For example, rather than writing, “In our study of the Civil War, it is helpful to consider the many facets that lead to conflict, especially the economic factors that help explain this important turning point in our nation’s history,” write a more direct and concise statement like this: “Economic factors help explain the start of the Civil War;”

  • Write neatly and pay attention to your grammar and spelling. Allow time to proofread your essay. You want your instructor to want to read your essay, not dread it. Remember that grading essays is largely subjective, and a favorable impression can lead to more favorable grading;

  • Be sure to answer all parts of the question. Essay questions often have more than one part. Remember, too, that essay questions often have multiple acceptable answers.

TEST ANXIETY

For some test takers, preparing for and taking a test can cause worry and anxiety. Most students report that they are more stressed by tests and schoolwork than by anything else in their lives, according to the American Test Anxiety Association, https://bit.ly/testanxietystrategies: 

  • Roughly 16–20% of students experience high test anxiety;

  • Another 18% report moderately high test anxiety;

  • Test anxiety is the most common academic impairment or struggle in grade school, high school, and college.

Test anxiety is “the set of phenomenological, physiological, and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation” (Zeidner, 1998). In other words, test anxiety is a combination of stress, tension, worry, dread, fear of failure, and thinking of worst case scenarios before or during test situations.

Below are some effects of moderate anxiety:

  • Being distracted during a test;

  • Having difficulty comprehending relatively simple instructions;

  • Having trouble organizing or recalling relevant information;

  • Crying;

  • Illness;

  • Eating disturbance;

  • High blood pressure;

  • Acting out;

  • Toileting accidents;

  • Sleep disturbance;

  • Cheating;

  • Negative attitudes towards self, school, and subjects.

Below are some effects of extreme test anxiety:

  • Severe anxiety;

  • Fear of being in the classroom or around others;

  • Thoughts of suicide.

Poor test performance is also a significant outcome of test anxiety. Test-anxious students tend to have lower study skills and lower test taking skills. Research also suggests that high levels of emotional distress correlate with reduced academic performance overall. Highly test-anxious students score about 12 percentile points below their low-anxiety peers. Students with test anxiety also have higher overall dropout rates. Test anxiety can negatively affect a student’s social, emotional, and behavioral development, as well feelings about themselves and school.

Why does test anxiety occur? Inferior performance arises not because of intellectual problems or poor academic preparation. It occurs because testing situations create a sense of threat for those who experience test anxiety. The sense of threat then disrupts the learner’s attention and memory.

Other factors can influence test anxiety too. Students with disabilities and students in gifted education classes tend to experience high rates of test anxiety.

Experiencing test anxiety doesn’t mean that there’s something wrong with you or that you aren’t capable of performing well in college. In fact, some stress—a manageable amount of stress—can actually be motivating. The trick is to keep stress and anxiety at a level where it can help you do your best rather than get in your way.

Video

This video overviews the most common test taking strategies, https://bit.ly/testingtipsandstrats

Take a moment to review this video on Test Anxiety and practice the tips to help you reduce your anxiety. Let us know if it helped you? How did you adapt the technique in your own way? https://bit.ly/franktestanxiety

Health and wellness cannot be overstated as factors in test anxiety. Studying and preparing for exams will be easier when you take care of your mental and physical health. The following are a few tips for better health, better focus, and better grades:

  • Try a mini meditation to reduce stress and improve focus. Breathe in deeply, count to five, and exhale slowly. Observe as your lower abdomen expands and deflates. Repeat five times;

  • Know when to stop. Although some students may stay up until 4 a.m. studying, it’s not a healthy habit. Your mind is more efficient when you get enough quality sleep, so make sure to schedule enough time for rest;

  • Don’t try to be perfect. You’ll alleviate a lot of anxiety by learning that just “doing your best” is something to be proud of. You don’t have to be perfect;

  • Reach out for help. If you feel you need assistance with your mental or physical health, talk to a counselor or visit a doctor. 

If you experience test anxiety, connect with the Center for Wellness and Wellbeing on campus and schedule an appointment to meet with a mental health professional. This service is absolutely free to you as a student and is covered by the student health fee you paid at registration. The Center can help you gain tools to reduce your anxiety and make test taking more manageable. Additionally, the Center for Wellness and Wellbeing has workshops on a variety of topics including test anxiety and stress management. The Center for Wellness and Wellbeing has services on the Main Campus, Bundy and Center for Media and Design . Visit their website, www.smc.edu/wellness, for more information.

More Strategies for Reducing Test Taking Anxiety

  • Be as well prepared for the test as you can;

  • Visit with your professor during office hours in the days or weeks leading up to the test and share the ways you are preparing and ask for advice;

  • Space out your studying over a few days or weeks, and continually review class material;

  • Avoid cramming the night before and try to learn everything at one time;

  • Keep a positive attitude while preparing for the test and during the test;

  • Exercise regularly for a few days before the test will help reduce stress;

  • Get a good night's sleep before the test;

  • Show up to class as early as the room will be open, so you won't have to worry about being late;

  • Stay relaxed. If you begin to get nervous, take a few deep breaths slowly to relax yourself so you can get back to work;

  • Read the directions slowly and carefully;

  • If you don't understand the directions on the test, ask the professor to explain it to you;

  • Skim through the test so that you have a good idea how to pace yourself;

  • Write down important formulas, facts, definitions and/or keywords in the margin first so you won't worry about forgetting them;

  • Do the simple questions first to help build up your confidence for the harder questions;

  • Don't worry about how fast other people finish their test; just concentrate on your own test;

  • If you don't know a question, skip it for the time being (come back to it later if you have time).

  • Remember that you don't have to always get every answer right in order to do well on the test;

  • Focus on the question at hand. Don't let your mind wander to other things;

  • If you still are experiencing extreme test anxiety after following these tips, seek help from your counselor.

Your Turn: Activity

HELP MONICA

Read the following case study, and respond to the questions below:

Monica has a Biology midterm exam on Thursday. On the night before the exam, Monica has a hard time falling asleep and when she does, she has various nightmares about taking tests. The day of the exam, Monica decides not to eat anything, as she is afraid it will make her stomach upset. By the time she arrives at class, Monica is irritable and negative about the exam. The slightest noise seems to bother her.

Monica notices that her palms are sweaty and she is feeling nauseous, even though she hasn’t eaten anything. She has to take the exam in order to pass the class so she begins to take the exam. Although she studied for the exam the previous week and spent the night before cramming, she can’t seem to recall any of the information. Monica is suddenly drawing a complete blank. The ticking of the clock, other students shifting in their chairs is becoming distracting; and Monica’s frustration level is quickly rising. Monica says to herself, “If you can’t pass this exam, you might as well drop the course because you are no good at biology”.

Monica continues with the test, checking the clock constantly as she fears she is going to run out of time because she arrived to class late. Other students are finishing their exams; she is the only student left.

  • What strategies would you suggest for Monica to deal with her test anxiety?

  • What study strategies could she try to help her better prepare for her exams?

  • Can you relate to any of the symptoms that Monica is experiencing? If so, how do you combat test anxiety?

  • How do you usually prepare for your exams?

  • Thinking about errors you’ve made on exams in the past, what strategies in this unit might you now consider trying; and how do they relate to your learning style?

Be good to yourself and give yourself enough time to study in advance for your quizzes, tests and exams. The more studying you do ahead of time, the less stressed you’ll feel before the exam. 

CHEATING AND ACADEMIC INTEGRITY

Colleges expect you to adhere to the highest standards of good citizenship, honesty, and integrity in their academic work and in their personal conduct. It is your responsibility as a student to behave honestly and professionally at all times. It is important to familiarize yourself with Santa Monica College’s (SMC) Statement on Academic Conduct, https://bit.ly/c20SMCconduct, or the policies of your school if you do not attend SMC. Take a moment to read the responsibilities you have as an SMC student: 

According to the Santa Monica College Honor Code and the Code of Academic Conduct all students are expected to behave themselves honorably in all endeavors they undertake as students at the College. At the time of enrollment in courses, students certify their commitment to the following statement:

In the pursuit of the high ideals and rigorous standards of academic life, I commit myself to respect and uphold the Santa Monica College Honor Code, Code of Academic Conduct, and Student Conduct Code. I will conduct myself honorably as a responsible member of the SMC community in all endeavors I pursue.

Students also agree that in order to maintain an environment of academic integrity they will:

  • Familiarize themselves with the Code of Academic Conduct, Honor Code, and Rules of Student Conduct;

  • Behave in a manner that encourages learning and upholds the Code of Academic Conduct and Honor Code;

  • Act with fairness (i.e., not seek undue advantage) towards other students in classroom interactions, completion of assignments, examinations, or any other academic activity;

  • Make every attempt to prevent the unauthorized use of their work.

Examples of Academic Dishonesty

Academic dishonesty can take many forms, and you should be careful to avoid them. The following list is a sample of what most institutions will consider unacceptable academic behavior:

  • Cheating: using unauthorized notes, study aids, or information on an examination; altering a graded assignment after it has been returned and submitting the work for re-grading; allowing another person to do one’s work and submitting that work under one’s own name; submitting identical or similar papers for credit in more than one course without prior permission from the course instructors;

  • Plagiarism: submitting material that in part or whole is not entirely one’s own work without properly citing the source;

  • Fabrication: falsifying or inventing any information, data or citation; presenting data that was not gathered appropriately and failing to include an accurate account of the method by which the data was gathered or collected;

  • Obtaining an Unfair Advantage: (a) stealing, reproducing, circulating or otherwise gaining access to examination materials prior to the time authorized by the instructor; (b) stealing, destroying, defacing or concealing library materials with the purpose of depriving others of their use; (c) unauthorized collaboration on an academic assignment; (d) retaining, possessing, using or circulating previously given examination materials, where those materials clearly indicate that they are to be returned to the instructor at the conclusion of the examination; (e) intentionally obstructing or interfering with another student’s academic work; or (f) otherwise undertaking activity with the purpose of creating or obtaining an unfair academic advantage over other students’ academic work;

  • Aiding and Abetting Academic Dishonesty: (a) providing material, information, or other assistance to another person with knowledge that such aid could be used in any of the violations stated above, or (b) providing false information in connection with any inquiry regarding academic integrity;

  • Falsification of Records and Official Documents: altering documents affecting academic records; forging signatures of authorization or falsifying information on an official academic document, grade report, letter of permission, petition, drop/add form, ID card, or any other official academic record;

  • Unauthorized Access to Computerized Academic or Administrative Records or Systems: viewing or altering computer records, modifying computer programs or systems, releasing or dispensing information gained via unauthorized access, or interfering with the use or availability of computer systems or information.

The attitude of some students that grades are the end-all in academics has led many students to resort to academic dishonesty to try to get the best possible grades or handle the pressure of an academic deadline. Although some students may say, “Everybody does it,” or “It’s no big deal,” you should be mindful of the consequences of cheating:

  • Failing the course or being expelled from school. The exact details of what is allowed or not allowed vary somewhat among different colleges and universities and instructors. Read your course syllabus to understand your instructor’s guidelines. Ignorance of the rules is never a valid defense;

  • Wasting your money and time. Getting a college education is a big investment of your money and time. If you fail a course due to academic dishonesty, you will have to spend more money and time to repeat that course;

  • Cheating causes stress. Fear of getting caught will cause you stress and anxiety;

  • Jeopardizing your integrity. Once you jeopardize your integrity by cheating, it is very difficult to regain the trust of others in order to establish a respectable reputation. This can negatively impact your transfer and future career opportunities;

  • Cheating lowers your self-esteem. If you cheat, you are telling yourself that you are simply not capable of learning. It also robs you of the feeling of satisfaction from genuine success;

  • You don’t learn as much. Cheating will hinder your ability to learn knowledge that you can apply in the real world or foundational knowledge necessary for understanding more advanced material. When you cheat, you cheat yourself out of opportunities.

Technology has made it easier to cheat, but it has also created ways for instructors to easily detect these forms of academic dishonesty. Most colleges and universities make these tools available to their instructors. 

If you feel uneasy about doing something in your work, trust your instincts. Confirm with the instructor that your intended form of research or use of material is acceptable. Cheating just doesn’t pay.

Key Takeaways

  • Understanding the learning process can help you better manage your study skills;

  • Understanding your learning style can help you identify ways to best study and retain information;

  • Using active reading strategies helps you get the most out of your reading and retain information;

  • The Information Processing System helps us better understand how we store and use information;

  • Taking effective notes is an important part of active reading and should help you quickly recall information later;

  • Test-taking strategies can help you minimize test anxiety;

  • Being dishonest can have major consequences that can affect not only your college career but also your life overall;

  • When you cheat, you are primarily cheating yourself.

N.B.: The Student Success Library item was customized for Santa Monica College (SMC) in Santa Monica, CA. You may come across SMC-specific resources, links, or activities that do not apply to you. Search for your own school’s resources or google for similar tools that can help you where you live, study and work.


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This work, Test Taking and Anxiety, is part of the Student Success Library, which is a derivative of Student Success, originally modified by Vanessa Bonilla, Dr. Tyffany Dowd, Jackeline Felix, Dyana Valentine, Olivia Vallejo and Daniella Washington from the original Student Success by Graciela Martinez, Anh Nguyen, and Liz Shaker under CC BY-SA 4.0. Student Success Library is licensed under CC BY-SA 4.0 by Dyana Valentine. Last edit date: July 2022.