Attention/On task: Following are some suggestions for helping students who have difficulty staying on task or students who are easily distracted:
- Break the test into smaller segments, basing the amount of time on your experience with the student's ability to maintain his/her attention and on task time.
- Use a smaller, quieter testing environment to reduce noise and movement distractions from other students.
- Allow the student to wear headphones (without music) to cut down on noise distractions.
- Use a study carrel if the student is easily visually distracted.
- Tell the student how long the test segments will be and that breaks will be provided.
- Post how much time remains, put a watch or timer near the student, or make sure the student can see a clock.
- Be alert to the "soft signs" that the student may be losing focus - redirect the student or provide a prompt to keep the student going.
- Movement - use a table and chair rather than a desk which may restrict movement; allow the student to use a squeeze ball or other fidgit toy to help maintain focus; allow limited movement that won't distract others; use a swivel chair or one with some "give" so that the student can move around a little.
- Seating - consider preferential seating either to reduce distractions, or seat the student among others who do stay on task and can model that behavior.
Test Anxiety: Test anxiety is an emotional reaction that a student has to a test or examination. There can be 3 ways test anxiety shows up: physical (e.g., feeling queasy, sweating, shaking), emotional (e.g., feeling fearful or panicked), and mental (e.g., difficulty concentrating or paying attention, or having trouble remembering). The anxiety may stem from the fact that the student doesn't feel prepared or because he/she panics or "blanks" when the test begins.
Some general tips to help ease anxiety include:
- Provide reassurance to the student - a little nervousness can actually help performance by making us feel more alert.
- Give practice exams, and make those and other classroom tests a learning experience by teaching students why items were correct or incorrect. Teach test-taking skills so that students feel more confident in knowing what to expect, and in how to "read" test items.
- Teach students to recognize the signs of stress in themselves, and allow mini-breaks during the test so that the student can stretch, get a drink of water, relax and regroup - whatever helps.
- Make sure students have enough elbow room and room to move in their seat (e.g., cross/uncross legs, shift position) and that they are physically comfortable during the test.
- Encourage students to use positive self-talk and think positively, and to visualize themselves doing well. Reinforce past successes.
Motivation: Some of the research on motivating students was summarized in a January 2004 article in NEAToday:
- Classroom climate - if the setting feels like a safe, supportive place, students are more apt to be motivated.
- Attitude - students must feel they can reasonably succeed and have confidence in themselves.
- Relevance - try to connect the task to the "real world" so that students can see the usefulness of what they are being asked to do.
- Praise/rewards - don't overuse rewards, and work to build intrinsic motivation. Avoid competition and keep individual praise and rewards for private discussion.
For more ideas in these areas, and information on related topics, see Improving Standardized Test Scores for Students with EBD".
For questions about this information, contact Lynn A. Boreson (608) 266-1218
Last updated on 6/17/2008 2:56:33 PM
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