Target Population
Achievement testing and academic accountability have become an undeniable
force in our public school system. Students are expected to perform well on
standardized tests and teachers, along with school counselors, are expected to
raise them to these high standards. Often teachers are overwhelmed with
focusing lessons on academic topics that will be on the test. This opens an
opportunity for school counselors to teach test taking skills and focus on the
affective aspects of testing with students. It is important to help students
learn stress reducing strategies so that their affective reactions during tests
do not affect their performance (Taylor & Walton, 2001.) Students' motivation
and purpose have a strong effect on learning. Unfortunately, the current
political push on assessment has students suspicious and cynical of testing
(Paris, et. al., 1991.) It is our role as school counselors to identify these
students who are in need of help in the testing arena. Students who perform low
on standardized tests such as the
FCAT have the prospect of being retained. Scruggs, White, and Bennion found
that test taking strategies are more effective in the upper elementary grade
levels than in lower, therefore we recommend that this unit is best used with
students in grades three through four (Scruggs, White, & Bennion, 1986.) While
these counseling units refer to the FCAT, the activities and skills can be
adapted to most testing situations.
Session 1: Getting to Know You
Objectives: The purpose of this initial session to get students
comfortable with one another and learn about each student in the group. This
session also introduces the students to the K.C.A.T.S. Club.
Materials: A duo-tang folder for each student in the group, markers,
crayons, pencils,
and colorful paper.
Procedures:
- Introduce the purpose of the F.KA.T.S. Club by saying: This is group
that will meet twice a week for 4 weeks in which we will be learning all the
tricks and skills for doing better on tests like the F.C.A.T. Even though we
are all going to work hard, we will still be having a lot of fun. But before we
get started learning about all these really neat techniques, we need to get
ready and get to know one another.
- Have a go-around where each student says their name so that they can begin to
get familiar with one another.
- Tell students that we all need to be excited and prepared for the test, and
to do so, we are going to come up with a special F.K.A.T.S. Club cheer/ song.
Either have students brainstorm an original cheer or have them adapt lyrics to a
song they like so that it includes motivating lyrics about the F.C.A.T. Make
sure to write ideas and words on the board or have students do so. Have
students repeat cheer/song a couple of times
- Pass out the duo-tang folders and explain to the students that these will be
their special F.C.A.T.S. Club folders and they can decorate it anyway they
want. While students are coloring and writing on folders, initiate some
preliminary, informal discussion on testing to get the students thinking about
the topic.
- Pass out paper and have students write the cheer/ song on it to put in their
folders. 
- Collect folders when finish and remind students of next meeting date.
Processing Hints: This is just an initial meeting with the students so
it's important to make sure they feel comfortable and accepted in the group. It
is not necessary to delve too deep into test taking at the moment, but begin to
plant little test taking thoughts in their minds. If possible, get a little
silly (but still in control) with the students when developing the cheer/song.
They love to hear you sing too!
Session 2:
Following Directions
Objective: To teach students the importance of following directions to
enhance test taking success
Materials: "Following Directions" handout for each student.
Procedures:
- Begin with students repeating their F.K.A.T.S. cheer/song.
- Pass out copies of the "Following Directions" handout, face down. Tell the
students that they will have five minutes to complete the test – individually.
Have the students turn over the paper and begin. After five minutes, say stop
and process the activity and if appropriate, ask the following questions:
| 1. How did you feel when you discovered the trick? 2. What did you learn from this activity? 3. How do you feel about tests? 4. How do you get ready for tests? 5. What are some of the reasons for having tests? 6. How did the noise or people's movements affect your concentration? |
 |
- Tell the students that they are going to play a "Taking Directions Game".
The purpose of the game is for each student to follow the counselor's directions
for a certain amount of time. Each student will follow the directions
individually and the other students can try to distract the player if they
wish. Begin by having the student/player follow directions such as stand up,
write for name on the board, raise your hand, etc. for one minute then move to
another student. After each student has had a turn, process the game and if
appropriate, ask the following questions:
1. Was it hard to follow the directions for so long?
2. What was it like to have to listen/see all the other students?
3. Can you think of a time when it was hard to follow directions?
4. In what ways would it be important to follow directions?
- Have students put the handout in their folders.
Processing Hints: It is important to reiterate that following directions
is very important when taking tests, including the FCAT, to help the students
connect what they are learning to real life. Praise students for following
directions so well and ask them to pay attention in class when they have to
follow directions, so that next meeting, you can talk about it if they want.
1. Read everything before doing anything.
2. Put your name in the upper right-hand corner of the page.
3. Circle the word "name" in sentence 12.
4. Draw five small squares in the upper left hand corner of this paper.
5. Put an "X" in each square.
6. Put a circle around each square.
7. Put a circle around sentence 7.
8. Put an "X" in the upper right hand corner of this paper.
9. Put a triangle around the "X" you just made.
10. Draw a rectangle around the word "circle" in sentence 7.
11. On the reverse side of this paper, multiply 2 x 14.
12. Punch 3 small holes in the top of this paper with your pencil.
13. Say out loud to the counselor "I am almost finished".
14. Now that you have finished reading carefully, do only sentences one and
two.
Session 3: Test Taking Tips Lottery
Purpose: Paris and his colleagues report that students perform higher on
high stakes tests when they use positive test taking strategies appropriately.
The test taking tips provided in this activity are adapted from these
researchers' work (2000.)
More tips and strategies are available at
teachervision on the web.
Materials: 3" Styrofoam balls with the" Test Taking Tips" written on
them with magic marker, pillow case, "Test Taking Tips" worksheet
Procedures:
- Explain to students that today they will be learning important, useful test
taking tips – by using a lottery!
- Take the pillow case with the Test Taking Tips balls in it and shake it up
(very dramatically) in front of the group. Have students come up individually
to pull a tip ball out of the pillow case. As each tip is taken out, have the
student write the tip on large art paper and discuss the tip with the group.
Speak about the importance of the tip and if students have ever used the tip in
the past. Each student should have a turn or two to pull a ball out of the bag
and write on the big piece of art paper.
- Handout the "Test Taking Tips" worksheet (instead of having each tip
complete, delete a key word from each tip before printing and giving to class.
Ex: "Avoid ___________. If possible, don't sit where something might bother
you during the test.) Have students work together to fill in the blanks. Have
them add worksheet to folders.
- Ask students to write their cheer/song on the top of their worksheets so they
can remember to feel confident when they go into take a test.
Processing Hints: It is helpful to use the facilitative model when
conducting the lottery as to allow students to become more aware of their
test-taking knowledge. Test taking skills can be boring and extremely tedious
for some students, so show enthusiasm to keep students interested.
1. Avoid distractions. If possible, don't sit where something might bother you
during the test.
2. Always read directions carefully. Even if you've taken the same kind of
test before and think you might know what they say.
3. If you are nervous, take a couple of deep breaths – it helps!
4. You may want to answer the questions you know the answers to first then do
the harder ones later.
5. Don't look for the answers to fall in a pattern or be similar, they usually
don't.
6. Don't spend too much time on any one question. Use your time wisely.
7. Watch for questions that are related or about the same topic, they may help
you get other answers.
8. Remember to bring the tools you need: pencils, paper, etc…
9. Choose a seat with a clear view of the board, if needed.
10. Make yourself comfortable in your chair.
11. Think before writing.
12. Take a few pauses during the test.
13. Be prepared! Study. Know what the test will be covering.
14. Be well rested.
15. Think positively!
Session 4: Your Testing Pulse
Objective: To allow students to explore more helpful test taking skills.
Materials: "Your Testing Pulse" handout
Procedure:
- Introduce this activity: The word "test" almost always causes an
emotional reaction. Let's look at how scale of test taking emotions. Write
on board:
HURRIED HARRY………………………………………COOL CAL
What is the first thing that comes to mind when I say FCAT? Write words on
board.
Now look at these words. Think about it. Put yourself on the scale. Where
do you belong? Most people don't really understand that taking a test like the
FCAT is a learned skill. There are certain steps to follow, certain things to
do, that will help all of us have a more positive response to tests. Learning
these techniques does not guarantee that you'll make a perfect score on every
test but it dos assure that you will raise your test taking potential to the
highest.
- Next, pass out the handout "Your Test Taking Pulse." Allow time for the
students to respond individually to the questionnaire. (Allow 5 minutes
maximum.)
- After the students are finished, ask them to share one or two of their
answers to the questionnaire. Then ask them answer in a go-around:
1) The best experience you've ever had with a school test
2) The worst experience you've ever had with a test.
- It might be helpful to say: In most cases, students will want to do well
on tests. You have good feelings when you do well on a test. How can we better
prepare ourselves so that we can make high scores and feel good about ourselves?
- Have students put handout in folder.
Processing Hints: Tell students that today we have had only a short time to
unravel the mystery of test-taking, but we have made an important first step by
better understanding how we feel when taking a test. It is also important to
relate testing situations to real life experiences. It is also essential to set
a positive, non-threatening tone for testing situations (ERIC)
1. Do you feel good when you do well on a test?
YES NO
2. Do your parents feel good when you do well on a test? YES
NO
3. Do your teachers feel good when you do well on a test? YES
NO
4. Do your friends feel good when you do well on a test? YES
NO
5. Of the people listed above, whose opinion is most important to you?
_______________________________________________
6. Whose opinion is least important to you?
________________________________
7. If you have two or more "No's", what would you like to change?
__________________________________________________________
__________________________________________________________
8. How do you feel when the FCAT is announced and you have to prepare
for it?
__________________________________________________________
__________________________________________________________
9. How do you fell when you begin to take the FCAT?
__________________________________________________________
__________________________________________________________
10. Before taking the FCAT, what questions would you like to ask the teacher?
___________________________________________________________
____________________________________________________________
Session 5: Preparing for a
Test
Objective: To reduce student stress and increase scores on tests be
familiarizing them with things they can do to be ready for a test.
Materials: "Getting Ready for a Test" handout, crayons, markers, or
colored pencils.
Procedures:
 |
- Ask the class if what feelings they feel before taking a
test. Write answers on board. Discuss answers and test anxiety, especially
how it may reduce test scores and make students feel uneasy. - Have students brainstorm things that may help them do better on a test. After discuss the students' answers, handout "Getting Ready for a Test". Have students draw and color in each area for each tip. - Have the students talk about their drawings, review ideas, and tell the importance of each area. - Have students put handout in folders. |
Processing Hints: Try to connect some drawing with real life events,
allowing to students to make a stronger connection between the tips and actually
getting ready for a test.
GET A GOOD NIGHT'S SLEEP
EAT A NUTRITIOUS BREAKFAST
_________________________________________________________________________________________________
DO YOUR BEST
BRING 2 SHARPENED PENCILS
________________________________________________________________________________________________
BE PRESENT AND ON TIME
BE A GOOD LISTENER
THE DAY OF THE TEST
DURING THE TEST
_________________________________________________________________________________________________
COLOR ONE CIRCLE DARK
BE REAL QUIET & DON'T
AND ROUND
DISTURB OTHERS
________________________________________________________________________________________________
Session 6: Reducing Test Anxiety
Objective: Hill and Wigfield found that the relationship between test
anxiety and achievement test scores increased steadily across the elementary
school years (1984.) This guided imagery activity helps students to relax when
preparing and during a test.
Procedures:
- Discuss how relaxing before a test can help a student score better on a
test. Then have the students close there eyes and imagine the following:
Imagine you are floating in a dark room…you can't feel or see anything around
you…
Then you notice a light in the distance…floats towards the light…you see now
that it is a door to the outdoors…the door opens into a grassy field…go through
the door to the field…it's a beautiful warm day…now allow your body to float
down to the grass…the sun feels so good…you notice there are several animals off
in a distance – one of them is a baby elephant walking towards you – you realize
that the elephant is accidentally going to step on you so you tighten up your
stomach…but he turns around the other way, you relax…he turns back around –
tighten your stomach – but he turns away from you again – you relax…finally he
decides to walk towards you, so you tighten your stomach again…and he steps very
carefully over you, you relax your stomach…now you decide to float up in the air
again…your body is now floating towards school…see yourself floating into your
school above everyone…no one sees you…but you can see everyone else…now you
float into your classroom…you can see your teacher talking and you can see
yourself and all the other students sitting at their seats…the teacher hands out
a test…see yourself taking the test – you look so confident and relaxed – you're
getting the answers correct…you're doing very well…you decide to leave since you
are doing well on the test…let your body float back to the field, over the
animals, back through the door into the dark room…as you float in the dark,
think about how proud you are of how well you were doing on your test…when you
are ready, slowly open your eyes.
- Process discuss how relaxed they feel and the importance of relaxing before a
test. Suggest they make their own "imaginary trip" before they take any test.
- Discuss with students about other stress reducing strategies such as the
importance of eating a good breakfast and the value of feeling confident (St.
Thomas University).
- Have students write a few words about the activity (how they felt, what they
were thinking, ideas for how to relax) on a colorful piece of paper and have
them put it in their folder.
Processing Hints: It may be helpful to dim the lights in the room while
doing the guided imagery activity. It is important to still say aware of the
students' comfort level during this type of activity.
Session 7: Closure and Evaluation 
Objective: To review previous session and evaluate counseling units.
Procedures:
- Begin by having students open their F.K.A.T.S. Club folders. Verbally go
over every activity with the students. Ask questions and facilitate critically
thinking responses.
- After you complete the last page, hand out a "Certificate of Achievement of
Learning Test Taking Skills" to be placed as the last page of the folder. Have
the other students in the group autograph and write encouraging statements to
one another as a keepsake and for more motivation.
- Hand out the evaluation form and have students individually fill out and
return to you.
- Handout list of relevant, helpful websites that the students can put into
their folders but also go to when they are home to further extend the test
taking skill building. Recommended websites are:
 |
http://fekids.com/kln http://fcatexplorer.com http://www.nationalgeographic.com/kids/index.html http://funschool.com |
- Bring out cookies and juice to celebrate finishing the group.
- Have a go-around where each student tells one thing he or she learned from
the group. Discuss how the students will use the skills they learned when
taking the F.C.A.T.
Processing Hints: Even though this should be a light and fun session, it
is important to reinforce the importance of using the skills and activities.
Please evaluate our group sessions by circling "yes" or "no".
1. Did you like coming to this group?
Yes No
2. Do you think you learned anything in this group?
Yes No
3. If you could, would you want to be in another group like this one?
Yes No
4. Did you talk with your parents about what we did in group?
Yes No
5. Do you think you will do better when taking tests now?
Yes No
6. Is there anything you would like to write about being in this group?
References
Hill, K. T. & Wigfield, A. (1984). Test anxiety: a major educational problem
and what can be done about it. The Elementary School
Journal, 85, 1, 105-125.
Paris, S. C., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991). A
developmental perspective on standardized achievement testing.
Educational Researcher, 20, 5, 12-20.
Roth, J. L., Paris, S. C., & Turner, J. C. (2000). Students' perceived utility
and reported use of test-taking strategies. Issues in Education, 6,
1, 67-83.
Scruggs, T. E., White, K. R., & Bennion, K. (1986). Teaching test-taking
skills to elementary-grade students: a meta-analysis.
The Elementary School Journal, 87, 1, 69-81.
Taylor, K. & Walton, S. (2001). Testing pitfalls. Instructor, 111, 3,
26-29.
Wittmer, J. & Thompson, D. W. (2000). Large group guidance activities: a k-12
sourcebook. Minneapolis, MN:
Educational Media Corporation.
URLS
http://www.iss.stthomas.edu/studyguides/tstprp8.html
http://www.teachervision.com/lesson-plans/lesson-6390.html
http://purl.access.gpo.gov/GPO/LPS8022
http://www.firn.edu/doe/sas/fcat.htm
http://www.fcatexplorer.com
http://fekids.com/kln
http://www.nationalgeographic.com/kids/index.html
http://www.funschool.com
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