Stacking the Deck: Strategies to Improve Test Scores

Several years ago, I conducted a two-day seminar in preparation for the state paramedic exam. While this review focused on key elements of the curriculum and provided sample tests on which to practice, I also reviewed test-taking techniques. Like most instructors, I have heard students complain that they have trouble with tests, so I added a section on test-taking techniques. By understanding such techniques, the students’ scores improved remarkably. After one review for a particular graduating class, the passing rate on the state exam (first attempt) was 98% for those who participated in the review and 20% for those who did not attend. What was interesting is that the content of the review was the same as students had learned in the paramedic class, but the emphasis was on the state certification exam and how to take that specific test.

This article discusses effective and proven test-taking techniques that can be passed on to your students or, if you are a student, used to improve your test-taking abilities. Whether students are taking class tests, the state certification or National Registry exams, they stand a better chance of passing if they use the following test-taking principles designed to improve test scores.

• Review early

Do not wait to begin reviewing course material until a week or a couple of days before the test. Waiting too long can cause you to feel rushed and invite test anxiety. If possible, begin your review for a state or National Registry exam at least 30 days in advance.

• Review the textbooks

Remember, it is a review, not rereading the texts. The material has been read once before, and, unless you’re trying to cure insomnia, rereading the textbook is a waste of time. Starting at the beginning of the book, skim each page. Your mind will recognize the information that you already know. When you get to a part that is unclear, read that part, then go on reviewing.

• SQ3R

One educator used the acronym SQ3R when reviewing a text. He believed that students benefit from taking key ideas and developing their own questions. The SQ3R represents:

• Survey—Survey a specific chapter of the book. Scan photos, tables, illustrations and key features of the chapter.

• Question—Develop questions from the headers and write them on a piece of paper.

• Read—Scan or read the material to answer the questions and write the answers on the paper.

• Recite—Review the information that has been written. Close the textbook and notes, then recall the information from memory.

• Review—Periodically review the questions and notes as the exam date nears.

• Ignore local protocols if different from the state/national guidelines

Several states allow local medical directors to develop standing orders or other treatment protocols based on local need or scope of practice or, in some cases, their own personal preference. However, if local protocols are not in sync with the textbook’s guidelines, forget the local protocols until after the state or national exam. The reason is simple: A test question on the state or National Registry exam has to be applicable state or nationwide and cannot be concerned with local nuances.

• Do NOT study the night before the exam

This is a cardinal rule that should never be violated. At 5 p.m. the day before the exam, put away the books and relax. Go to a movie, go out to dinner, but do not go out drinking!

After 5 p.m., trying to learn anything new is futile. The problem with studying the night before a test is that finding something you forgot earlier causes concern or outright panic. Your mind starts wondering what else you’ve forgotten. And, after a few hours of hurriedly trying to find those things, you will be convinced that you don’t remember anything that was taught in school.

• Program yourself right