Middle school test taking strategies
November 27, 2024 9:27 AM Subscribe
My smart, capable, newly minted middle schooler, used to getting top grades, is suddenly barely passing her exams and extremely frustrated by it. As far as I can see, her main problem is reading the questions precisely. She knows her stuff, she just answers half the question, or a tangential question, or completely overlooks questions! Can you suggest studying strategies for the next time I help her prepare for a test?
I think she tends to forge ahead excitedly without reading carefully, or she has memorised one particular way to talk about a subject and fails to adjust for a differently worded question.
She is a strategist (she answers questions with a high point value first, then quick wins, then the rest, all the while keeping score!)
And she is a sucker for gamification.
She once delayed opening birthday gifts because she was this close to getting full marks (and stars, and fireworks) on her assigned cyber excercises.
Please help!
I think she tends to forge ahead excitedly without reading carefully, or she has memorised one particular way to talk about a subject and fails to adjust for a differently worded question.
She is a strategist (she answers questions with a high point value first, then quick wins, then the rest, all the while keeping score!)
And she is a sucker for gamification.
She once delayed opening birthday gifts because she was this close to getting full marks (and stars, and fireworks) on her assigned cyber excercises.
Please help!
What Smart Students Know might be a useful resource.
posted by my log does not judge at 9:58 AM on November 27
posted by my log does not judge at 9:58 AM on November 27
Consider reaching out to her teacher to see if they're using a strategy tailored to the material they're doing but a good general strategy for attacking test questions is an adaptation of the popular CER (or CEE) writing strategy. This is: Claim, Evidence, Reasoning (or Explanation).
I admit it can be kind of a stretch but for some kids it helps because it's the same cognitive framework they're used to for writing, turned into annotating, analyzing, and answering a test question.
CLAIM - What do I need to be able to claim? What do I need to know to answer this?
EVIDENCE - What is the question already giving me? What do I know?
EXPLAIN - How do I connect what I have with what I need to solve this and explain it?
Example:
Termites depend on microbes living in their guts to digest molecules of the large, complex carbohydrate, cellulose. Cellulose is the part of wood termites feed on. The microbes produce a substance called cellulase, which speeds up the breakdown of cellulose into molecules of glucose. Termites cannot make cellulase on their own. Without the help of the microbes, the termites are not able to absorb the nutrients that they need to survive.
Explain why the microbes are necessary in order for the termites to absorb nutrients that they need to survive.
CLAIM: The question is asking why the microbes are necessary, I need to be able to answer that.
EVIDENCE: The question gives me the info that microbes make cellulase, and that cellulase can break down cellulose. It also tells me that termites eat cellulose. It also tells me that termites can't make their own cellulase.
EXPLAIN: Ants can only break down the cellulose they eat into nutrients using cellulase which they can only get from microbes.
(This question is an easy one that includes all necessary info in the question, obviously harder questions can require memorized knowledge as well but the process is the same, just also requires drawing on memory.)
posted by Wretch729 at 9:58 AM on November 27 [1 favorite]
I admit it can be kind of a stretch but for some kids it helps because it's the same cognitive framework they're used to for writing, turned into annotating, analyzing, and answering a test question.
CLAIM - What do I need to be able to claim? What do I need to know to answer this?
EVIDENCE - What is the question already giving me? What do I know?
EXPLAIN - How do I connect what I have with what I need to solve this and explain it?
Example:
Termites depend on microbes living in their guts to digest molecules of the large, complex carbohydrate, cellulose. Cellulose is the part of wood termites feed on. The microbes produce a substance called cellulase, which speeds up the breakdown of cellulose into molecules of glucose. Termites cannot make cellulase on their own. Without the help of the microbes, the termites are not able to absorb the nutrients that they need to survive.
Explain why the microbes are necessary in order for the termites to absorb nutrients that they need to survive.
CLAIM: The question is asking why the microbes are necessary, I need to be able to answer that.
EVIDENCE: The question gives me the info that microbes make cellulase, and that cellulase can break down cellulose. It also tells me that termites eat cellulose. It also tells me that termites can't make their own cellulase.
EXPLAIN: Ants can only break down the cellulose they eat into nutrients using cellulase which they can only get from microbes.
(This question is an easy one that includes all necessary info in the question, obviously harder questions can require memorized knowledge as well but the process is the same, just also requires drawing on memory.)
posted by Wretch729 at 9:58 AM on November 27 [1 favorite]
If it is possible to slow her down by covering part of the answer and slowly revealing it, that has worked for me.
Like, get an index card and cover all but the first sentence. Rewrite the sentence in your own words. Move on to the next sentence, rewrite, and so on. Then answer the question.
posted by blnkfrnk at 9:59 AM on November 27
Like, get an index card and cover all but the first sentence. Rewrite the sentence in your own words. Move on to the next sentence, rewrite, and so on. Then answer the question.
posted by blnkfrnk at 9:59 AM on November 27
You could also look into ADHD strategies.
The way you describe the situation sounds very much like a few friends of mine, who got a pretty late diagnosis in their life.
posted by many-things at 10:17 AM on November 27 [7 favorites]
The way you describe the situation sounds very much like a few friends of mine, who got a pretty late diagnosis in their life.
posted by many-things at 10:17 AM on November 27 [7 favorites]
I second considering whether she's hitting an academic wall because of undiagnosed ADHD.
posted by lab.beetle at 10:22 AM on November 27
posted by lab.beetle at 10:22 AM on November 27
Response by poster: I hadn't considered that because she seems generally well on top of her complicated schedule, changes in schedule, thinks ahead to consequences of changes etc. and her attention span is unremakable, too.
posted by Omnomnom at 10:48 AM on November 27
posted by Omnomnom at 10:48 AM on November 27
Is it possible she's experiencing test-related anxiety at a level she hasn't before?
I'm asking because that started at puberty with my oldest son, but he couldn't articulate it and it sounded a lot like you are describing.
posted by warriorqueen at 10:49 AM on November 27 [2 favorites]
I'm asking because that started at puberty with my oldest son, but he couldn't articulate it and it sounded a lot like you are describing.
posted by warriorqueen at 10:49 AM on November 27 [2 favorites]
Response by poster: Is it possible she's experiencing test-related anxiety at a level she hasn't before?
That too, certainly.
posted by Omnomnom at 10:53 AM on November 27
That too, certainly.
posted by Omnomnom at 10:53 AM on November 27
If anxiety is a possibility, you might want to do a daily box breathing practice and then encourage her to do it at the start of each test. There are other techniques but that one's pretty straightforward.
If you do introduce it, I would do it lightly (don't convey that she should be anxious about her tests because they're going pear-shaped; she knows and you don't need to reinforce it) like a concentration technique to try before reading each question.
My son's anxiety results in him really just not processing questions on the page, until he does some calming techniques.
posted by warriorqueen at 11:24 AM on November 27 [1 favorite]
If you do introduce it, I would do it lightly (don't convey that she should be anxious about her tests because they're going pear-shaped; she knows and you don't need to reinforce it) like a concentration technique to try before reading each question.
My son's anxiety results in him really just not processing questions on the page, until he does some calming techniques.
posted by warriorqueen at 11:24 AM on November 27 [1 favorite]
My son's middle school recommends books in this series for students who want extra study guides. It's not a test prep guide per se, but maybe could help especially if there's a subject or two she is particularly struggling with? Also I wouldn't jump to the conclusion that there's any sort of learning issue yet, middle school is supposed to be a step up in difficulty that requires kids to gain new skills to do well. It's not a surprise that the skills that were great for elementary school aren't yet great.
posted by ch1x0r at 11:30 AM on November 27 [1 favorite]
posted by ch1x0r at 11:30 AM on November 27 [1 favorite]
A possible long shot, but my wife is a terrible test taker, and the issue is not intelligence or hurrying, it's that she can see multiple answers as being correct (and she can tell make a case for each one, too!) and doesn't have that "sense" of what the test preparer is looking for as the correct answer. Maybe try to talk over one test with her, assuming that a copy is returned to the student, making sure she realizes this is in the spirit of helping and not an indictment of her score, to ask why she chose her answer over one that was deemed "correct". Knowing what they're looking for is half the battle.
posted by TimHare at 1:33 PM on November 27 [1 favorite]
posted by TimHare at 1:33 PM on November 27 [1 favorite]
Does she read through the whole test, no just question by question? Depending on the subject, often most of the answers are in the test somewhere.
The first book of The Mysterious Benedict Society has a student discovering this by deciding a test is impossible, getting bored and starting to read through it without trying to answer.
posted by BibiRose at 3:49 PM on November 27
The first book of The Mysterious Benedict Society has a student discovering this by deciding a test is impossible, getting bored and starting to read through it without trying to answer.
posted by BibiRose at 3:49 PM on November 27
I also have to take certifications that are multiple choice exams, and it really is it;s own skill, separate from understanding of the material being tested.
some tips:
do practice questions. like hundreds and thousands of questions. there are only so many ways a multiple choice question can be worded and with enough practice she will see the patterns. sometimes the grammar/wording of the question will allow you to guess the correct answer even if you have no idea of the facts behind the question.
highlight or underline important words (most computerized test platforms have a highlight functionality or similar, also easy on paper obviously) these are ones that flip the meaning of the whole question (all of these are true EXCEPT.., which one of the following is NOT...) interacting with the text like this ensures comprehension of the question root.
if possible think up your own answer, or at least a ballpark estimate, before looking at the multiple choice options
when looking at the answers, be suspicious of ones that have sort of black and white words like always or never. these are much less likely to be correct.
when I had to take frequent high stakes tests I had a special get-hyped play list I'd listen to before each exam which helped me get in the right headspace.
posted by genmonster at 7:01 PM on November 27 [2 favorites]
some tips:
do practice questions. like hundreds and thousands of questions. there are only so many ways a multiple choice question can be worded and with enough practice she will see the patterns. sometimes the grammar/wording of the question will allow you to guess the correct answer even if you have no idea of the facts behind the question.
highlight or underline important words (most computerized test platforms have a highlight functionality or similar, also easy on paper obviously) these are ones that flip the meaning of the whole question (all of these are true EXCEPT.., which one of the following is NOT...) interacting with the text like this ensures comprehension of the question root.
if possible think up your own answer, or at least a ballpark estimate, before looking at the multiple choice options
when looking at the answers, be suspicious of ones that have sort of black and white words like always or never. these are much less likely to be correct.
when I had to take frequent high stakes tests I had a special get-hyped play list I'd listen to before each exam which helped me get in the right headspace.
posted by genmonster at 7:01 PM on November 27 [2 favorites]
Next time she's studying for a multiple-choice test, get her to create her own multiple-choice practice questions on the topic. Let her use the textbook as reference for some, but make at least a few others from memory. For fun, maybe she can administer these to you at the end.
If you push her gently to make these good questions, that should get her thinking reflectively about how the structure of the test aligns with the structure of her learning in the class. For example, a fair set of questions shouldn't be focused on random trivial details, so let's list out the central concepts of this unit and have one question per concept.
Were there specific skills being taught? If so, how were those practiced in class, and what kind of test question would show whether a student had mastered the skill?
Good questions should have distractors that are actually plausible, so that it's not too easy to spot the correct answer from process of elimination alone. So what would be the two likeliest ways a student might get this question wrong, and how could those be written up as distractors alongside the real answer?
Finally, if you can make a few obvious test-taking errors when you tackle her questions (like skipping a key word here or there), having her talk you through the importance of underlining key terms, etc., is far likelier to sink in than vice-versa.
posted by Bardolph at 2:09 AM on November 28 [1 favorite]
If you push her gently to make these good questions, that should get her thinking reflectively about how the structure of the test aligns with the structure of her learning in the class. For example, a fair set of questions shouldn't be focused on random trivial details, so let's list out the central concepts of this unit and have one question per concept.
Were there specific skills being taught? If so, how were those practiced in class, and what kind of test question would show whether a student had mastered the skill?
Good questions should have distractors that are actually plausible, so that it's not too easy to spot the correct answer from process of elimination alone. So what would be the two likeliest ways a student might get this question wrong, and how could those be written up as distractors alongside the real answer?
Finally, if you can make a few obvious test-taking errors when you tackle her questions (like skipping a key word here or there), having her talk you through the importance of underlining key terms, etc., is far likelier to sink in than vice-versa.
posted by Bardolph at 2:09 AM on November 28 [1 favorite]
Best answer: Learning strategist here.
It's pretty common for the transition to middle school (or any new phase of schooling) to be difficult. The skills need to evolve with the new context. Many students who find learning "natural" in early grades can falter if they keep using the same strategies.
The single best study method is self-testing. Many students save testing for the end phase of studying and waste lots of time before that rereading or even copying out notes. Self-testing is for learning, understanding, and remembering.
Make sure when self-testing that she's actually producing an answer (ideally in writing) BEFORE checking if she's right. Students often check too soon and then go "Right, that's what I was about to say."
For careful reading on tests, many students (even adults) benefit from finger reading. Test pressure can make our eyes dance around the page a bit, so following along the words with a finger can help with focus.
Similarly, covering up all but a few lines of text with blank sheets can help with focus and lessen overwhelm (on tests or just regular school reading).
Finally, you might also try some "find the mistake" activities to hone her close reading. Just take some course material and change a few words, or add/remove a "not" once in a while. That would be fun to gamify.
posted by Frenchy67 at 11:57 AM on November 29 [2 favorites]
It's pretty common for the transition to middle school (or any new phase of schooling) to be difficult. The skills need to evolve with the new context. Many students who find learning "natural" in early grades can falter if they keep using the same strategies.
The single best study method is self-testing. Many students save testing for the end phase of studying and waste lots of time before that rereading or even copying out notes. Self-testing is for learning, understanding, and remembering.
Make sure when self-testing that she's actually producing an answer (ideally in writing) BEFORE checking if she's right. Students often check too soon and then go "Right, that's what I was about to say."
For careful reading on tests, many students (even adults) benefit from finger reading. Test pressure can make our eyes dance around the page a bit, so following along the words with a finger can help with focus.
Similarly, covering up all but a few lines of text with blank sheets can help with focus and lessen overwhelm (on tests or just regular school reading).
Finally, you might also try some "find the mistake" activities to hone her close reading. Just take some course material and change a few words, or add/remove a "not" once in a while. That would be fun to gamify.
posted by Frenchy67 at 11:57 AM on November 29 [2 favorites]
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When I assume they're trying to trick me, it really slows me down so I can look for the gotcha.
This should be part of any study stills curriculum so you should be able to find some materials that appeal. I think this is really important to study, because there's some other useful techniques usually included that come from what we know about how the brain is good and bad at this task and at choosing answers.
We were actually given a how-to-take tests class in middle school, and one of the little factoids dropped was that (at the time with human-created exams) there was a slight bias toward option B being the correct answer, so if you absolutely could not even rule out any of the answers and simply must guess, guess B. This led my best friend to write an entire song parody, which means that now 40 years later every time I take an exam this is my internal soundtrack:
When I find myself in times of trouble
Mother Mary comes to me
Speaking words of wisdom:
Letter B
posted by Lyn Never at 9:47 AM on November 27 [11 favorites]