| |
| |
| Reviewers | |
| |
| |
| About the Authors | |
| |
| |
| Roadmap of This Book | |
| |
| |
| Introduction | |
| |
| |
| |
| Preparing for Your Test (Developing Test-Wiseness) | |
| |
| |
| |
| Understanding Your Opponent (The Test) | |
| |
| |
| You Need a Game Plan! | |
| |
| |
| How Do Elite Athletes Prepare for a Sporting Event? | |
| |
| |
| |
| Standardized Tests | |
| |
| |
| There is No Such Thing as a "Poor Standardized Test-Taker" | |
| |
| |
| Teacher-Generated Tests versus Standardized Tests | |
| |
| |
| Test Validity and Reliability | |
| |
| |
| How Are Standardized Tests Scored? | |
| |
| |
| How Do Pilot Items Impact Your Final Reported Score? | |
| |
| |
| Summary | |
| |
| |
| Chapter 1 Activity | |
| |
| |
| |
| Test-Wiseness | |
| |
| |
| How Can You Give Yourself the Best Possible Chance to Answer Tough Test Questions? | |
| |
| |
| What Is Test-Wiseness? How Can You Become a Test-Wise Individual? | |
| |
| |
| How Can You Find Out What Will Be On the Test? | |
| |
| |
| Summary | |
| |
| |
| Chapter 2 Activity | |
| |
| |
| |
| Test Blueprints | |
| |
| |
| How Are Tests Constructed? Why is This Information Important to You? | |
| |
| |
| Section I Summary and Next Steps | |
| |
| |
| Chapter 3 Activity | |
| |
| |
| |
| Developing Your T.E.A.M.S | |
| |
| |
| It's Not Just About the Test; It's About You Too! | |
| |
| |
| |
| Your Will | |
| |
| |
| Human Agency | |
| |
| |
| Recommendation #1�Believe You Are Capable of Obtaining a High Score | |
| |
| |
| Why is it Useful for You to Be Aware of Your Self-Efficacy Beliefs? | |
| |
| |
| What is the Optimal Level of Self-Efficacy? | |
| |
| |
| Recommendation #2�Take Responsibility for the Outcome of the Exam | |
| |
| |
| Why Should the Concept of Locus of Control Matter to You? | |
| |
| |
| Recommendation #3�Develop and Maintain a Positive Attitude | |
| |
| |
| Summary | |
| |
| |
| Chapter 4 Activity | |
| |
| |
| |
| Your Resources | |
| |
| |
| Personality and Preferences Affect Learning | |
| |
| |
| What Does This Mean For You? | |
| |
| |
| Selecting Your Best Study Resources | |
| |
| |
| Summary | |
| |
| |
| Chapter 5 Activity | |
| |
| |
| |
| Your Time | |
| |
| |
| Habitual versus Goal-Directed Behaviors | |
| |
| |
| Time Management�The Tools of the Trade | |
| |
| |
| Planning | |
| |
| |
| Prioritizing | |
| |
| |
| Scheduling | |
| |
| |
| How Much Time Should You Spend Studying for an Exam? | |
| |
| |
| What Should My Study Schedule Look Like? | |
| |
| |
| Overcoming Barriers to Accomplishment | |
| |
| |
| Maintaining a Healthy Balance | |
| |
| |
| Summary | |
| |
| |
| Section II Summary and Next Steps | |
| |
| |
| Chapter 6 Activity | |
| |
| |
| |
| Practicing Your Skills | |
| |
| |
| |
| Learning to Perform | |
| |
| |
| How Does Memory Work and Why Does It Matter? | |
| |
| |
| Pay Attention! | |
| |
| |
| Study to Improve Recall | |
| |
| |
| Revisiting Study Resources with Memory in Mind | |
| |
| |
| Summary | |
| |
| |
| Chapter 7 Activity | |
| |
| |
| |
| From Tactics to Strategy | |
| |
| |
| Self-Regulation Through Metacognition | |
| |
| |
| Learn to Get and Use Feedback | |
| |
| |
| Summary | |
| |
| |
| Chapter 8 Activity | |
| |
| |
| |
| Performance Enhancers | |
| |
| |
| Reading Skills | |
| |
| |
| Self-Testing Techniques | |
| |
| |
| Writing Your Own Test Questions | |
| |
| |
| Practicing Using Prepared Question-and-Answer (Q&A) Resources | |
| |
| |
| Group Studying | |
| |
| |
| Summary | |
| |
| |
| Section III Summary and Next Steps | |
| |
| |
| Chapter 9 Activity A | |
| |
| |
| Chapter 9 Activity B | |
| |
| |
| Chapter 9 Activity C | |
| |
| |
| |
| Taking Your Test (Applying Test-Taking Skills) | |
| |
| |
| |
| Executing Your Game Plan (Test Day) | |
| |
| |
| It's Time to Show What You Know! | |
| |
| |
| |
| Managing the Time Clock | |
| |
| |
| Working in a Timed Environment: Keys to Success | |
| |
| |
| Summary | |
| |
| |
| Chapter 10 Activity | |
| |
| |
| |
| Maximizing Your Points | |
| |
| |
| How Can You Improve Your Test-Taking Skills? | |
| |
| |
| Under What Conditions Should You Change Your Answer? | |
| |
| |
| Summary | |
| |
| |
| Chapter 11 Activity | |
| |
| |
| |
| Minimizing Test Anxiety | |
| |
| |
| |
| Recognizing the Signs and Effects of Test Anxiety | |
| |
| |
| |
| Understanding the Mechanisms Underlying Test Anxiety | |
| |
| |
| |
| Overcoming Test Anxiety Through Interventions | |
| |
| |
| Testing as an Aversive Stimulus: Interventions | |
| |
| |
| Skills Deficit and Self-Merit: Interventions | |
| |
| |
| Cognitive Interference: Interventions | |
| |
| |
| Distorted Thinking: Interventions | |
| |
| |
| Trait Anxiety: Interventions | |
| |
| |
| Summary | |
| |
| |
| Section IV Summary and Next Steps | |
| |
| |
| Chapter 12 Activity | |
| |
| |
| Epilogue: Executive Summary of Book | |
| |
| |
| Exercise 3 | |
| |
| |
| Exercise 3A | |
| |
| |
| |
| Standardized Test Websites | |
| |
| |
| |
| Essay Questions: A Game Plan | |
| |
| |
| The Basics | |
| |
| |
| How Are Essays Graded? | |
| |
| |
| Avoid Common and Careless Errors | |
| |
| |
| References | |
| |
| |
| References | |
| |
| |
| Index | |