| Standardized testing occurs every year of | | | | questions. This prevents them from spending too |
| elementary school. Typically the exams are | | | | much time fretting over one answer while the |
| designed to test the effectiveness of the | | | | clock ticks. This technique is not only helpful, but |
| teaching staff. While the tests are not intended to | | | | also homework worksheets. |
| cause fear and anxiety, nervousness of students | | | | Process of Elimination |
| is always recognized. While it should be the | | | | The most powerful skill you can teach your |
| teachers who become nervous during thes tests, | | | | students when facing a multiple choice |
| it is the students who feel the weight on their | | | | standardized test is the process of elimination. |
| shoulders. This daunting feeling can be minimized. | | | | The great thing about multiple choice is that you |
| There are a few exam techniques that prepare | | | | have a high chance of getting a correct answer if |
| elementary students to take standardized tests. | | | | you guess. You can increase those odds through |
| Standardized Test Time Management | | | | the process of elimination. Teach your students to |
| Standardized tests are almost always timed tests. | | | | go through each question and weed out the |
| There is a specified amount of time students | | | | answers you know are incorrect. Keep picking |
| must complete their work. If all answers are not | | | | away until there is only one choice remaining. |
| complete, they must stop before they have | | | | Standardized Test Answer Review |
| finished. A limited amount of testing time makes | | | | All children should be told to review their test |
| the skill of time management extremely | | | | questions and answers if time allows. This is the |
| important. Teach your students how to quickly | | | | easiest standardized testing strategy. |
| and effectively answer questions. The most | | | | Unfortunately, it is the strategy that is ignored |
| important step is getting your students to | | | | most often. When students are done with their |
| understand what each question is actually asking. | | | | test with time remaining, they should flip back to |
| Give them several test questions and have them | | | | the beginning and make sure they still agree with |
| tell you in their own words what information is | | | | their answers. Brains work in mysterious ways. |
| needed. You could even give them a take-home | | | | An answer you thought was correct at the |
| worksheet with practice questions. Most children | | | | beginning of the test may seem outrageous by |
| who have a problem with time management | | | | the end. |
| simply have trouble deciding what is being asked | | | | Standardized testing doesn't have to be an ugly |
| of them. | | | | aspect of elementary school. It is a time in which |
| Prioritizing During Standardized Tests | | | | teachers can see their strengths and weaknesses. |
| Many standardized tests are composed of multiple | | | | They pinpoint specific areas which need |
| choice questions. Your students will inevitably face | | | | development. They improve students' educational |
| extremely easy questions, along with questions | | | | experience as a whole. With that being said, |
| that really make them think. Teach your students | | | | elementary student anxiety over standardized |
| to answer the questions they know first. Then, | | | | testing is completely normal. Minimization of that |
| after they have answered the easy ones, they | | | | anxiety can happen if testing preparation occurs. |
| can come back to the more difficult test | | | | |