To discuss and learn strategies for taking multiple choice tests.
1. Explain that each student will take a multiple choice test as part of the assessment of work on this curriculum. Use the questions: What is a multiple choice test? and What are the strategies for taking a multiple choice test? to invite your students to discuss their ideas and experiences with multiple choice tests. Write students' answers on newsprint, focusing on answers that highlight strategies for taking this kind of test.
2. Review test-taking strategies such as:
Skimming the whole test before beginning.
Reading the directions carefully.
Reading the entire question before making a choice.
Evaluating which answer makes sense. (For example, identifying distracters. In many multiple choice tests, two out of the four answers look like they make sense. Students need to analyze each answer, looking specifically at the language. How does the use of a negative word, a preposition, or prefix change the meaning of the answer?)
Eliminating as a process of choosing.
Double-checking one's answers.
Reading the sentences directly before and after the question you are working on for helpful clues for cloze
questions.
3. Teachers should choose the review methods that they believe would help their students most. The following are offered as suggestions.
If your students need review on how to take multiple choice tests, go over the Multiple Choice Review Journal Page. On this page, there is an example of a question with answers. Divide students into small groups and ask them to come up with two more examples of multiple choice questions. They can write them on the Journal Page. They can use their Health Journals and other materials for ideas. Check all questions and answers. Students should then give their test to a different group. Before the end of class, students can share their questions and answers.
You can use the T-List Review Journal Page to help your students review and take notes. This has been prepared to correlate with the information requested on the test. It also contains a list of key vocabulary that learners should understand.
Use the T-List Review Journal Page to continue reviewing with the students.
There are also game-based options to review vocabulary and content. Here are some suggestions.
Jeopardy game using health vocabulary, cancer facts, and general health information as categories.
Vocabulary concentration games and vocabulary matching worksheets.
Spelling/definition bee for vocabulary review.
Match a question to an answer. On one side of the board are questions; on the other side of the board are the answers. Create questions and answers that make students read and choose carefully.
Students create cloze exercises or mini-multiple choice tests for other students.
Use a bingo game as a way to review vocabulary and key information.