Stacking the Deck: Strategies to Improve Test Scores

Several years ago, I conducted a two-day seminar in preparation for the state paramedic exam. While this review focused on key elements of the curriculum and provided sample tests on which to practice, I also reviewed test-taking techniques. Like most instructors, I have heard students complain that they have trouble with tests, so I added a section on test-taking techniques. By understanding such techniques, the students’ scores improved remarkably. After one review for a particular graduating class, the passing rate on the state exam (first attempt) was 98% for those who participated in the review and 20% for those who did not attend. What was interesting is that the content of the review was the same as students had learned in the paramedic class, but the emphasis was on the state certification exam and how to take that specific test.

This article discusses effective and proven test-taking techniques that can be passed on to your students or, if you are a student, used to improve your test-taking abilities. Whether students are taking class tests, the state certification or National Registry exams, they stand a better chance of passing if they use the following test-taking principles designed to improve test scores.

• Review early

Do not wait to begin reviewing course material until a week or a couple of days before the test. Waiting too long can cause you to feel rushed and invite test anxiety. If possible, begin your review for a state or National Registry exam at least 30 days in advance.

• Review the textbooks

Remember, it is a review, not rereading the texts. The material has been read once before, and, unless you’re trying to cure insomnia, rereading the textbook is a waste of time. Starting at the beginning of the book, skim each page. Your mind will recognize the information that you already know. When you get to a part that is unclear, read that part, then go on reviewing.

• SQ3R

One educator used the acronym SQ3R when reviewing a text. He believed that students benefit from taking key ideas and developing their own questions. The SQ3R represents:

• Survey—Survey a specific chapter of the book. Scan photos, tables, illustrations and key features of the chapter.

• Question—Develop questions from the headers and write them on a piece of paper.

• Read—Scan or read the material to answer the questions and write the answers on the paper.

• Recite—Review the information that has been written. Close the textbook and notes, then recall the information from memory.

• Review—Periodically review the questions and notes as the exam date nears.

• Ignore local protocols if different from the state/national guidelines

Several states allow local medical directors to develop standing orders or other treatment protocols based on local need or scope of practice or, in some cases, their own personal preference. However, if local protocols are not in sync with the textbook’s guidelines, forget the local protocols until after the state or national exam. The reason is simple: A test question on the state or National Registry exam has to be applicable state or nationwide and cannot be concerned with local nuances.

• Do NOT study the night before the exam

This is a cardinal rule that should never be violated. At 5 p.m. the day before the exam, put away the books and relax. Go to a movie, go out to dinner, but do not go out drinking!

After 5 p.m., trying to learn anything new is futile. The problem with studying the night before a test is that finding something you forgot earlier causes concern or outright panic. Your mind starts wondering what else you’ve forgotten. And, after a few hours of hurriedly trying to find those things, you will be convinced that you don’t remember anything that was taught in school.

• Program yourself right

Students often say, “I have trouble taking a test,” or “I never test well,” or “I have problems with tests.” If you believe this, you will have a problem with the test. Your brain has a reticular activating system (RAS), which is like a programmable computer. Since a computer makes every effort to complete its programming, it is important to program it right. It can be programmed for something bad or something good. Consider the statement, “I have always had problems taking tests.” You have programmed the RAS to have a problem with the exam. If, however, you say, “I am confident I will pass this test without any problems,” you have programmed the RAS to make the test much easier. Sure, there will be tough questions, but, overall, there will be few problems.

An example of how this works is simple. Think about the last time you got to bed late knowing you had to get up early the next morning. You may have said, “I am going to have little sleep and will be tired tomorrow.” If so, you probably dragged yourself out of bed and barely made it through the day. In contrast, if you said, “I am only getting a little sleep, but I will wake up rested and refreshed,” chances are that you felt wide awake and rested when the alarm went off. Programming the mind the right way does wonders.

• Get plenty of rest

Get plenty of rest the night before the exam. Your mind must be sharp and clear while working through the test questions. If falling asleep is difficult, use relaxation techniques to help wind down.

• Get up early and eat breakfast

Take time to eat before the exam. Eat something light that will give your brain energy. The brain functions on carbohydrates, not fats or proteins. While your body may not be physically exercising during the test, your mind will be working, and it needs energy to work at peak performance. Think about the mental prowess of a diabetic patient who is in insulin shock. Hypoglycemia can pose problems for mental prowess. Besides, a growling stomach during the test could distract your attention from the test questions.

• Allow plenty of time to get to the test center

Murphy (as in Murphy’s Law) is on your payroll. What can go wrong will go wrong at the worst possible moment. If running late, you’ll start feeling rushed, if not panicked. Allow for traffic lights and weather that may hinder your travels!

• Leave books at home or locked in the trunk of your car

Do not take textbooks into the test site, particularly if it’s a state or National Registry testing center. More than likely, books will not be permitted inside, and, if left outside the door, they may be stolen. If you’re traveling with a colleague to the test and he wants to discuss test-materials questions, two words of advice: Gag him! Again, if you think you’ve forgotten something, you’ll start to panic.

• Sit in a location with good lighting and ventilation

Make sure that you are comfortable. The exam is not an exercise in torture (though some may argue that point); however, it is important to see the questions clearly. Further, excessive heat or cold can be distracting. If possible, do not sit next to a window.

• Read and listen to all instructions

The test proctor will read instructions pertaining to the test. Listen to them. There will be instructions on the test booklet. Read them. Follow all directions closely. While the proctor may not give away any answers to the test, he may save you time and confusion in completing the exam. If a question comes to mind, ask it. If a bathroom break may be needed during the test, ask about the policy for taking one.

• Open the test booklet and scan the test from back to front

Once the test begins, open the exam booklet to the back of the book and flip the pages until you reach the front. This helps develop a sense or feel for the test that can also calm your nerves.

• RTQ2

Once ready, take a deep breath, start with the first question and repeat the acronym RTQ2. This stands for Read The Question Twice. That means, read the entire question twice. Multiple-choice questions consist of the premise, or stem, followed by the distractors (possible answers). Read the entire premise from first letter to last punctuation mark. If you don’t, it is possible to miss important words, such as except or not true.

Also, read each distractor fully before deciding on which one to choose. A well-written multiple-choice question has four or five distractors of about the same length. In each wrong answer, something disqualifies it. Failing to read the entire distractor might cause key points to be missed. Watch for long distractors. Sometimes, to make sure the answer is the correct response, the test writer has to add several words for clarity. If there is a distractor that is significantly longer than the rest, read it carefully. It may be the right answer.

• If you skip a question…

If you are not sure of an answer, skip that question and come back to it later. But, when you skip a question in the test booklet, be sure to also skip the answer on the answer sheet. Put a light pencil mark on the answer sheet as a reminder that you skipped an item and need to come back to it. Not doing so may cause problems later. For example, after skipping, you find yourself reading question 150 and getting ready to answer it. But when you look at the answer sheet, you are only on number 146. Oops! Which item was skipped? Is there time to go over the entire test? You might have missed any chance of passing the test by not skipping the corresponding answer on the answer sheet.

The same rule applies when choosing an answer that is in doubt. Make a light pencil mark next to the question on the answer sheet as a reminder to look at that question later. When you finish the test, be sure to erase all extraneous pencil marks on the answer sheet.

• Do not “read into” the question

If something is not expressly written into the test question, it does not exist. Assuming things that are not stated means adding information to the question. Doing so changes the question and, perhaps, the answer. Leave the question alone.

• Do not change an answer unless you’re 100% sure that it is wrong

The test is completed and, just prior to turning it in, you look at those questions marked uncertain. If, after rereading the question, there is still uncertainty about the answer, then leave it alone! Never change the original answer unless you’re 100%, absolutely certain, without any doubt (redundancy intentional), that the initial answer was wrong. A review of answer sheets has shown that when answers are changed, they are often changed from right to wrong answers.

Conclusion

Taking a test is part subject knowledge and part test-taking skill. These test-taking tips are guaranteed to improve test scores.