| Think of how many "tests" we actually take in a | | | | Involve as many senses as possible as you learn and |
| school setting and even beyond, in our adult lives. | | | | study the material you will be tested on. Utilize |
| Tests to be a real estate agent, to enter graduate | | | | opportunities for VISUAL, KINESTHETIC and |
| school, law school, or medical school. Tests to be a fire | | | | AUDITORY learning whenever you can. If learning the |
| fighter, a personal trainer, a nurse, an acupuncturist. We | | | | bones and muscles of the body, get a good resource |
| take a test to become a certified accountant, a | | | | for pictures, touch your own body or that of a |
| licensed massage therapist, and a dietitian. Remember | | | | skeleton as you are identifying origins and insertions of |
| those ACT and SAT tests or the proficiency tests | | | | muscles as bony landmarks. |
| that are so common in the public schools now? We | | | | Say things aloud as you study so that you can hear |
| are tested to "death." | | | | the ideas that you are trying to grasp. This helps with |
| Just think, there are many people that might not have | | | | the auditory component of learning. If you are sitting in |
| followed a passion or a particular career path because | | | | on classes, lectures, workshops, or the like, ask the |
| they couldn't or were afraid they couldn't "pass" the | | | | presenter if s/he would allow you to record the |
| test to license or certify them or allow them | | | | presentation so that you can then hear the information |
| admittance into a program of study. | | | | presented repeatedly after the fact. |
| YET, who teaches a person how to be good at taking | | | | OVERLEARN the information you are being tested on. |
| tests? I know I was never taught. It has been a matter | | | | Set up a schedule, write yourself in as an appointment |
| of trial and error for me. | | | | on your calendar. Commit to test preparation each day |
| And, as I have developed strategies for getting better | | | | for a prescribed amount of time. By "doing" your time, |
| than average scores, my confidence and belief that I | | | | you develop more confidence that you can be |
| am a better than average test-taker has risen. That's | | | | successful on the test. But, you must stay away from |
| half the battle, isn't it? You have to BELIEVE that you | | | | the old nemesis that so many of us have - |
| can be successful in your testing endeavor. | | | | procrastination. Start early in your preparation. If |
| Some people would call this belief, self-efficacy, or the | | | | something happens and you miss a day, it won't have |
| confidence that, since you had been successful in | | | | a huge impact on the outcome. |
| other things you have attempted in your life, you can | | | | Seldom as we grow up are we taught how to take |
| be successful, taking a test for certification or licensure | | | | tests. Still being "tested" is a part of life. If you have a |
| or entrance to college, or graduate school, medical | | | | belief that you are not a "good" test-taker (a comment |
| school, or law school. | | | | which I hear from too many people), you most likely will |
| Here are several key things I remember as I am | | | | continue along this path of less than desirable results |
| preparing to "sit for" a test. | | | | on tests. OR, you can "catch" yourself as you repeat |
| I REPEAT and REPEAT and REPEAT again the | | | | these "old" messages that "say" you don't test well |
| concepts, knowledge, skills that I am being tested on. | | | | and CHANGE THE MESSAGE! If you want different |
| Whether you are preparing for and giving a speech | | | | results, you have to change the way you are doing |
| (test-like situation since you will be evaluated on the | | | | things! Try AFFIRMING repeatedly that "I am capable |
| end result) or have a part in a play or musical where | | | | of performing well on this test". |
| you are "tested" on your lines, or you are taking a test | | | | The take-home point...the soap-box message? Set |
| for a grade in a class - a person has to practice to get | | | | yourself up for success at the big speech you must |
| good performance. | | | | give, the test you are preparing to take, the theatrical |
| Several of my suggestions- teach someone else a | | | | performance you have coming up. BELIEVE that you |
| concept you need to master. Take your child or a | | | | can be at the "top of your game" by REPETITION of |
| fellow student and explain a concept you will be tested | | | | the speech, your lines, or the content to be tested. |
| on. I made my way through massage therapy school | | | | Change your preparation up by involving all of your |
| tutoring others on the anatomy and physiology content | | | | senses - HEAR, SEE, AND FEEL what you will be |
| so that I rarely studied since I kept repeating the | | | | "tested" on. DRAW PICTURES of concepts |
| concepts to others who needed the help. | | | | whenever possible. Start preparation well in advance |
| DRAW PICTURES of concepts you will have to know | | | | of your "performance" by scheduling regular time to |
| instead of spending all of your time preparing by | | | | practice = OVERLEARN. |
| looking at notes taken. When helping someone learn | | | | Repeat the message, the AFFIRMATION that you can |
| the bones in the hand, I have the person trace their | | | | be successful on your "test." |
| hand on paper and then write in all the bone names, | | | | Put these ideas to work and you'll be anxious for your |
| then throw away the paper and do the same thing | | | | next testing opportunity! Bring on the next "test"! You |
| again. | | | | are ready! |