Coll 110 Exam Iii

Front 1

Five-day study plan:

Back 1

Review strategy
Day 1: Ch 1
Day 2: Ch 2
Day 3: Ch 3
and so on...

Front 2

What are the four levels of response?

Back 2

Immediate, delayed, assisted, and educated guessing

Front 3

Immediate response:

Back 3

As soon as you read the question, you know the answer.

Front 4

Delayed response:

Back 4

Reading the question a seond time, go into "retrieval mode".

Front 5

Assisted response:

Back 5

Check mark if not able to answer; go back after as many questions as possible answered

Front 6

Educated guessing:

Back 6

Last resort; using common sense and good judgment when other levels of response fail

Front 7

Essential test-taking strategies:

Back 7

Jot down important information as soon as you get the test.
Survey the test.
Budget your time.
Decide on a starting point.
Read ALL directions CAREFULLY.
Use your test time wisely.
DO NOT leave answer spaces blank if you run out of time.

Front 8

Sources of test-anxiety:

Back 8

Underpreparedness, past experiences, fear of failure, poor test-taking skills

Front 9

External vs. Internal Locus of control

Back 9

External blames others/outside sources for issues
Internal looks inward/inside of oneself to find the problem

Front 10

Strategies to reduce test-anxiety:

Back 10

Set learning goals, ongoing review, positive self-talk, review with a partner, relaxation techniques

Front 11

Visual notes:

Back 11

...give you an overview of one lecture, chapter, part of a chapter, or paper.
...makes easy to see how details are related to main ideas.
...are excellent for essay exams.
...allow you to be creative!

Front 12

Mapping:

Back 12

Web with topic in middle, main ideas in second level, and details in the third level

Front 13

Hierarchies:

Back 13

Mapping with Topic at top, main ideas below topic, and details below main ideas

Front 14

Comparison charts:

Back 14

Table with column 1 with details/attributes/characteristics with top row listing things to be compared

Front 15

Visual notes can be used to:

Back 15

...take textbook notes, take lecture notes, or make study tools.

Front 16

When you create and study from visual notes, you actively use the Memory Principles of

Back 16

Selectivity, Association, Visualization, Recitation, and Big and Little Pictures.

Front 17

True or False: When you create a visual mapping, you should always place the topic at the top of your paper and in the center of some type of picture or shape.

Back 17

False.

Front 18

Comphrehensive set of index card notes includes:

Back 18

category, question, and definition cards

Front 19

The skeleton of visual notes should include how many levels of information that you should memorize:

Back 19

Two.

Front 20

What side of the brain do visual notes deal with?

Back 20

Right; involve colors, shapes, creativity, and original notes

Front 21

What are index notes cards designed for?

Back 21

Studying terms and definitions, study questions, and categories with lists of information

Front 22

Things to look for in true/false questions:

Back 22

.Items in a series
.Modifiers
.Definition clues
.Relationship clues
.Negatives

Front 23

Things to look for in multiple choice questions:

Back 23

.Take the 2-step approach
.Look for negatives
.Read carefully

Front 24

Things to look for in matching questions:

Back 24

.Read directions carefully.
.Take a systematic approach.

Front 25

Educated quessing should not...

Back 25

replace studying

Front 26

If you had to resort to educated guessing for a multiple-choice question, which of the following would you  eliminate as a viable answer?

Back 26

The highest and the lowest numbers in a range of numbers.

Front 27

Parts of questions:

Back 27

Beginning: Stem
Options

Front 28

Recall tests:

Back 28

Fill-in-the-blank
Listing
Definition
Short answer

Front 29

10 Common errors in math tests:

Back 29

...Missing more questions in the first third or the last third of a test
...Not completing a problem to its last step
...Changing test answers from correct to incorrect
...Getting stuck on one problem and spending too much time on it
...Rushing through the easiest part of the test and making careless errors
...Miscopying an answer from your scratch work to the test
...Leaving answers blank
...Solving only the first step of a two-step problem
...Not understanding all the functions of your calculator
...Leaving the test early without checking your answers

Front 30

Essential strategies for math tests:

Back 30

...Survey the test and create a plan for budgeting your time
...Begin with familiar problems
...Circle direction words and underline key words
...Identify and think about the pattern of the problem
...See the problem clearly
...Devise a strategy and solve the problem
...Use the RSTUV problem-Solving method (Ch 8, page 246)
...Check your work one final time.

Front 31

RSTUV Method:

Back 31

Read
Select
Think
Use
Verify

Front 32

A plan for solving a math problem may include...

Back 32

...making a diagram, picture, or table of the information
...writing an equation for the problem.
....working backwards to construct the steps.

Front 33

3 basic cognitive learning modalities are:

Back 33

visual, auditory, kinesthetic

Front 34

Metacognition

Back 34

understand how your mind works, how differen learning tasks require different strategies, and which strategies to use for different tasks