STUDYING & TESTING

Strategies for Studying and Taking a Test

Abstract

In this study we try to explore the concept of “Test Strategies” in a holistic context. The main focus of the research is on “Test Strategies” and its relation with “Student performance”. The research also analyzes many aspects of “Test Strategies” and tries to gauge its effect on “the student's stress pointers”. Finally the research describes various factors which are responsible for “adopting test strategies” and tries to describe the overall effect of “Test Strategies” on “student's individual efforts and performance”.

Strategies for Studying and Taking a Test

Introduction

When discussing the rules and procedures of learning that we currently study and work on, one must keep in mind that all those rules have come from serious and tedious workload, struggle, consensus, arguments and even developments that have root from individual analysis of teaching methods and instruments that have been practiced from a certain period of time.

When discussing about teaching and learning, one thing should be kept in consideration that no matter which of them the key of concern is, both teaching and learning shall be considered and used interchangeably when discussing about amends made and improvements undertaken towards a particular objective or area of expertise. For attempting proper and efficient teaching towards children and students of all ages and areas, mastering the skills requires innate and iterated practice.

Initially the most highly practiced form of education was rather bureaucratic; initially the methods that had been undertaken for the practice and application of intending education to students was strict and rigid; children had a hard time making their points clear in front of their elders, teachers and seniors from whom they were studying. No matter what the situation was, individuals were not given enough leverage and leniency for students to even question regarding any discrepancy that they had.

The most important notion and key outcome that we derive from the learning-teaching relationship is understanding and comprehension of the lectures and educational data and information that has been extended to students. The meaning of comprehension in this context does not only cover the extension of knowledge regarding a specific discipline to students but also the display and performance of that extended knowledge and skills have been learned and which shall be practiced by students respectively.

The idea of learner-centeredness is understood under many scripts by which many colleges and educational institutions donate to, although it does not always deliver and helps others understand what they mean by this term; some may consider it 'focus on the needs of learning' of the children involved in the context, but unerringly precisely what this requires is not always open, overt or even tacit by many teachers and instructors. On the other hand, in the words of other people, learner-centeredness presses on the choice intention and vivacity and clarity of information so that students are well aware about the requirement demands and presence of content of a program.

Still others see learner-centeredness in terms of the provision of activities which promote ideals ...