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psychology

Questions and Answers of Psychology

1. Even if you can’t stand to look at the test another minute, reread each question to make sure you answered the way you intended.
5. Does the grammar give the right answer away or eliminate any alternatives?
4. Are correct answers always longer? shorter? in the middle? more likely to be one letter? more often true than false?
3. Don’t guess if there is a penalty for guessing, unless you can confidently eliminate at least one alternative.
2. Always guess when you can eliminate some of the alternatives.
1. Always guess when only right answers are scored.
5. If you are running out of time on an essay test, do not leave any questions blank. Briefly outline a few key points to show the instructor you knew the answer but needed more time.
4. On a multiple-choice test, if you know you will not have time to finish, fill in all the remaining questions with the same letter if there is no penalty for guessing.
3. Don’t get stuck on one question. If you are stumped, mark the question so you can return to it easily later, and go on to questions you can answer more quickly.
2. Do the easy questions first.
1. Begin working right away and move as rapidly as possible while your energy is high.
4. On a multiple-choice test, read every alternative, even if an early one seems right.
3. On an essay test, read every question first, so you know the size of the job ahead of you and can make informed decisions about how much time to spend on each question.
2. Read each question carefully to spot tricky words, such as not, except, all of the following but one.
1. Read the directions carefully. If you are unsure, ask the instructor or proctor for clarification.
2. Don’t sit near a friend. It may make concentration difficult. If your friend leaves early, you may be tempted to do so, too.
1. Give yourself plenty of time to eat and get to the exam room.
2. Get a good night’s sleep. If you know you generally have trouble sleeping the night before an exam, try getting extra sleep on several previous nights.
1. Study the night before the exam, ending with a final look at a summary of the key points, concepts, and relationships.
2. Follow the time limits exactly.1. Do not create anxiety by making the test seem like the most important event of the year.2. Help the class relax before beginning the test, perhaps by telling a
1. Practice giving the test before you actually use it.
4. Make sure students know if and when guessing is appropriate.
3. Check with new students, shy students, slower students, and students who have difficulty reading to make sure they understand the questions.
2. Demonstrate the use of the answer sheets, especially computer-scored answer sheets.
1. Several days before the testing, do a few practice questions with a similar format.
3. Find out if there are any complications your students experience with the test, such as not enough time, too difficult a level of reading, and so on. If there are issues, discuss these problems
2. Check to see if the test is long enough to cover all important topics.
1. Compare test questions to course learning goals. Make sure that there is good overlap.
10. Use test results for children, not against them (Haladyna, 2002).
9. Take into account the first language of the students. Students who have difficulty reading or writing in English will not perform well on tests that require English proficiency.
8. Make sure all students taking the test have adequate opportunities to learn the material being tested.
7. Provide appropriate remediation when students fail.
6. Include all students in the testing, but also provide informative reports of the results that make the students’ situations clear if they have special challenges or circumstances such as
5. Provide opportunities for retesting when the stakes are high.
4. Provide alternate assessment strategies for students with identifiable disabilities.
3. Test complex thinking, not just skills and factual knowledge.
2. Be part of the larger assessment plan. No individual test provides all the necessary information about student achievement. It is critical that schools avoid making pass/fail decisions based on a
1. Match the content standards of the district—this is a vital part of validity.
2. Tell parents that the same grade-equivalent score has different meanings in different subjects—reading versus mathematics, for example.
1. If parents want to focus on the “grade level” of their child, tell them that high grade-equivalent scores reflect a thorough understanding of the current grade level and NOT the capacity to do
2. Percentile scores do not tell the “percent correct,” so scores that would be bad on a classroom test (say 65%to 75% or so) are above average—even good—as percentile scores.
1. Percentile scores tell what percentage of students in the comparison group made the same score or lower. Higher percentiles are better, and 99 is as high as you can get;50 is average.
4. Ignore small differences between scores.
3. Encourage parents to think of the score not as a single point, but as a range or band that includes the score.
2. If the test is criterion referenced, explain that the scores show how well their child performed specific tasks such as word problems or reading comprehension.
1. If the test is norm referenced, know what the comparison group was (national? state? local district?). Explain that the child’s score shows how he or she performed in relation to the other
3. Keep families informed before problems develop.
2. Share student successes through notes or email messages.
1. Send a brief note thanking the family members for attending.
2. What are the students’ interests and strengths as revealed in hobbies or extracurricular activities?
1. Send home a brief questionnaire to be returned before the conference so you can prepare: What are the parents’concerns and questions?
3. Ask families to follow through on class goals at home:“Ask Leona for her homework checklist, and help her keep it up to date. I will do the same at school.”
2. Be tactful, but don’t avoid talking about tough issues.
1. Speak plainly and briefly, and avoid jargon.
2. “You seem to feel frustrated when Lee doesn’t do his homework.”
1. Accept the emotions of parents or caregivers. Don’t try to talk them out of what they feel.
4. “Ashanti’s sense of humor keeps the class positive.”
3. “Yesim is really supportive when other students are upset.”
2. “Eve really enjoys the science center.”
1. “Jacob is a natural leader.”
5. Make suggestions for use at home.
4. Solicit help from parents.
3. Let parents know what is coming during the next unit or marking period.
2. Explain grades or test results.
1. Gather information about the student to help in your instruction.
2. Grade oral reports and class participation.
1. Use essay questions as well as multiple-choice items on a test.
3. Experiment with performances and portfolios.
2. Give ungraded assignments to encourage exploration.
1. Tie grades to the mastery of important learning targets.
4. Note specific errors, possible reasons for errors, ideas for improvement, and work done well.
3. Tailor comments to the individual student’s performance;avoid writing the same phrases over and over.
2. When the grade on a paper is lower than the student might have expected, be sure the reason for the lower grade is clear.
1. Consider giving short, lively written comments with younger students and more extensive written comments with older students.
4. Base grades more on work at the end of the unit; give ungraded work in the beginning of the unit.
3. Consider failing efforts as “incomplete,” and encourage students to revise and improve.
2. When appropriate, provide opportunities for students to take a retest to raise their grades, but make sure the retest is as difficult as the original.
1. Pretest students to make sure they have prerequisite abilities.
4. Give partial credit for partially correct answers.
3. Reinforce students for disagreeing in a rational, productive manner.
2. Withhold your opinions until all sides of an issue have been explored.
1. Give extra points for correct and creative answers.
2. If a large number of students miss the same question in the same way, revise the question for the future and consider throwing it out for that test.
1. Unless there is a very good reason not to, give the higher grade in borderline cases.
2. Schedule periodic conferences to go over work from previous weeks.
1. Write the distribution of scores on the board after tests.
2. Use a point system or model papers when grading essays.
1. Ask students to put their names on the backs of their papers.
2. DO change any clerical or calculation errors.
1. Make sure you can defend the grade in the first place.
3. As soon as students finish a test, give them the answers to questions and the page numbers where answers are discussed in the text.
2. Discuss why wrong answers, especially popular wrong choices, are incorrect.
1. Have students who wrote good answers read their responses for the class; make sure they are not the same students each time.
3. Go over a sample question first.
2. Ask several students to explain the directions.
1. Outline the directions on the board.
2. Keep a portfolio of student work. This may be useful in student or parent conferences.
1. Plan in advance how and when you will test.
4. Take tests yourself first to gauge the difficulty of the test and to estimate the time your students will need.
3. Give a few formative tests to get a sense of your students’ abilities before you give a graded test.

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