Strategies for Typical Test Questions



Strategies for Typical Test Questions

True-or-False Questions

• Read the statement carefully. Often, one word can change a statement to true or false, so make sure you don’t skip over that word.

• Be on the lookout for key words that often signify a statement is false. Common qualifier words include “always,” “never,” “all,” “only,” “every,” and “none.” It’s usually difficult for “all” of something to be true.

• If you have to guess, guess true. True statements are easier to compose, so statistically, tests usually include more true statements.

• Don’t look for a pattern; there’s unlikely to be one. Also, don’t try to read more into the question. Your instructor isn’t likely to ask trick questions.

Multiple Choice Questions

• Anticipate the answer, and then look for it (or a close match) in the list of possible answers. Doing so will help you spot the correct answer and give you the confidence that you chose correctly (without second guessing yourself).

• If you don’t know the answer, read all the responses. If one stands out as correct, select that one. If you aren’t sure, try to eliminate the ones that are incorrect. Often, you can find the right answer by eliminating those that are wrong. Or at least you can improve your odds if you have to make a guess.

• Look for qualifier words and eliminate any incorrect answers. See the preceding section for a list of words to watch for. Also, look for answers that don’t make sense or that talk about a totally different subject. You can usually eliminate these answers.

• If more than one answer is correct (or none seems correct), check for a choice that says “all of the above” or “none of the above.” Also, if you see this as one of the possible answers, be sure to double-check your response to make sure it’s not “all” or “none.” For “all,” keep in mind that if you’re sure even one of the answers is incorrect, you know that the answer isn’t “all.”

Matching Questions

• Count the items to see whether the lists are equal. Most often, all items are used in both lists, and each item is used just once. This can help you match up answers you don’t know. If there are an unequal amount of questions and answers, realize that the answer list includes some responses that don’t have a match.

• Match those you know first. When you make a match, cross the answer off the list of possible matches (if your test is structured such that items are used only once). Then proceed to those you think you know. When you’re left with those you don’t know, you can then guess from the final selections. You’ve narrowed the choices, so making a guess should be easier.

• If you go through the list and end up with one match that just can’t possibly be true, note that at least one of the matches you’ve made is incorrect. Try to find the closest match to one of the items (the question or answer) of the one you’re sure is wrong, and then make any adjustments.

Fill-in-the-Blank Questions

• Complete those you do know and, if there’s no penalty for guessing, guess on any other blanks.

• Think of possible terms, definitions, concepts, persons, events, or other items that you studied in the days and weeks leading up to the test.

Arranging or Organizing Questions

1. Read through all the items.

2. See whether you can identify the first and last step.

3. Think logically how the others should follow in order.

4. Arrange in the appropriate order.

Short Answer Questions

Underline key words to focus your attention on what is being asked.

Reread the question numerous times until you know what is being asked of you.

Break the question down into parts if there is more than one question being asked. Don’t forget to answer all parts!

Test Instructional Words

What exactly is the question asking you to do? Instruction words are very important, but they are often overlooked and misunderstood by students during tests. When answering a test question, it’s easy to misread what’s being asked and simply answer it in the wrong way. Your argument may be logical, thoughtful and well researched, but if you aren’t tailoring your response to the question, you stand to lose some serious marks! It is important to know what is expected of you when you encounter words such as “analyze” or “discuss”.

Analyze: Explain how each part functions or fits into the whole. Write the obvious as well as the hidden characteristics or meanings. When you analyze something, pretend you are a detective and break the material into parts.

 

Compare: Put items side by side to see their similarities and differences – a balanced (objective) answer is required.

 

Contrast: Contrasts provide the characteristics that are not alike.

Criticize: Point out a topic’s mistakes or weaknesses as well as its favourable aspects. Give a balanced answer (this will involve some analysis first).

Define: Provide a definition of a key term you’ve covered in class.

 

Demonstrate: You must provide a step-by-step procedure to show how to do something. Explain how to do or to make something. If you are asked to demonstrate, you must provide proof of your answer by using an example. A demonstration could be a physical action, a visual illustration, or a written statement.

Describe: Present a clear picture of a person, place, thing or idea. The reader should be able to visualize a picture or movie in his head from the material read. Give details of processes, properties, events and so on.

 

Discuss: When a teacher instructs you to “discuss” a topic, he or she is trying to determine whether you understand both sides of an issue. You will need to demonstrate that you know the strengths and weaknesses of both sides. You should pretend that you are having a conversation with a friend and voicing both sides.

Examine: If you are prompted to examine a topic, you will use your own judgment to explore (in writing) a topic and comment on significant elements, events, or acts. Provide your opinion and explain how or why you came to your conclusions. Take apart and describe a concept in great detail.

Explain: Provide an answer that gives a “why” response. Give a complete overview of the problem and solution for a particular issue or process; a clear description of an event, object, or idea. Think about the five W’s (Who, What, When, Where, Why) and H (How).

Illustrate: If you are expected to illustrate a topic, you should use examples to show or explain a topic. Depending on the subject matter, you might use words, drawings, diagrams, or behavior to illustrate an answer.

Infer: Read between the lines; the answer is not in the passage. The reader derives meaning from information or clues the author provides.

Interpret: Interpretation of a subject calls for the ability to read between the lines and draw conclusions. You will be expected to explain the meaning of an act, action, or passage in an interpretation.

State: Give the relevant points briefly; you don’t need to make a lengthy discussion or give minor details.

Summarize: Sum it up! Give the meaning in a concise way using as few words as possible. Give the main points, not the details.

Sample Questions:

Compare: Compare an Italian pizza with a Hawaiian pizza. (What are the similarities and differences between an Italian pizza and a Hawaiian pizza?)

 

Contrast: Contrast a vegetarian pizza with a meat lover’s pizza. (What are differences between a vegetarian pizza and a meat lover’s pizza?)

Define: Define pizza. (What is the meaning of the word “pizza”?)

 

Demonstrate: Demonstrate how to make a pizza. (Show how to make a pizza or state the detailed steps needed to make it.)

Describe: Describe a pepperoni pizza. (What are the characteristics of a pepperoni pizza? What does it look, taste, smell, sound, and feel like?)

 

Discuss: Discuss the pros and cons of a pizza with everything. (Using detail, describe the different points of view, the good and the bad, of a pizza with everything.)

Explain: Explain the importance of putting cheese on top of the crust and sauce, but underneath the other toppings, on a pizza. (Give a reason why the cheese goes on top of the crust, but under the other toppings.)

State: State your favourite pizza. (Name your favourite pizza.)

Summarize: Summarize the steps in making a pizza. (Give a brief statement that lists the steps you must go through to make a pizza.)

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