Study Guide

Test-Taking Strategies

This section of the study guide is designed to help candidates:

Understand Test Structure and Content

Test Framework. The knowledge, skills, and abilities assessed on the test are described in the test framework in section 3 of this study guide. The framework is also available on this website as a PDF document (click "Prepare" and select your test).

The test framework is based on relevant academic standards. It is organized into subareas for structural and reporting purposes. The subareas define the major content areas of the test, and each subarea contains a set of one or more competencies. Each competency is further defined by a number of descriptive statements. These components are described below.

Test questions. The test questions are designed to measure specific content defined by one of the competencies. The following example illustrates the relationship of a sample selected-response question to its corresponding competency and descriptive statement for the New Mexico Reading test.

Plan a Course of Study

Step 1: Read the test framework.

The framework is the only source that specifies the information covered by the test. Read through the entire framework to get a general picture of the material the test covers.

The competencies included in the framework form the foundation and focus for the test questions. The descriptive statements listed under each competency provide examples of possible content covered by the competency. Read each competency and its descriptive statements carefully for a more specific idea of the knowledge and skills you will be required to demonstrate on the test.

Step 2: Review the test directions, try to answer the sample questions, and review the correct response provided.

This will introduce you to the types of questions you will see on the actual test and help you understand how the questions are aligned to the competencies. If possible, do this in a quiet room to simulate the testing environment. Time yourself as you complete the questions to estimate the amount of time you will need to allow for questions on the actual test.

After reading a question, you may want to reread the competency to see how the question is aligned to the competency. This may help you understand what questions associated with particular competencies might look like.

Step 3: Develop a study plan to focus your studies.

You may wish to consult with faculty at your educator preparation program to determine the best time for you to take the test. In your coursework to date, you should already have mastered most or all of the content you will see on the test. At this point, the best preparation is to identify: 1) your areas of strength and weakness (the sample questions in the study guide may give you some idea of the areas on which you wish to focus); 2) any content with which you have had difficulty in the past; and 3) any other content you have not yet mastered. You should then study areas you have not yet mastered systematically and effectively.

While concentrating your studies on your areas of weakness, you should also be sure to do some additional preparation addressing the content covered in the other competencies. Remember, your score on the test is based on the total number of questions you answer correctly; therefore, improvement on any competency will increase your total score.

Suggested Study Method

One study method that many students have found effective is "PQ4R," or "Preview, Question, Read, Reflect, Recite, Review." After reviewing the competencies and descriptive statements, locate appropriate study materials such as textbooks; then apply the six steps of the PQ4R method as described below.

  1. Preview: Scan the section headings and subheadings of the chapter or article you wish to study. Read the introduction or overview section as well as the summary section. This initial step can provide a good foundation on which to build your knowledge of a topic or skill.
  2. Question: Based on the appropriate test competencies and your preview of the study materials, think of specific questions to which you would like to find answers as you study. Write these questions down and use them as a guide as you read.
  3. Read: Read through the chapter you have selected. Adjust your reading speed as needed; some sections may take less time to read than others. Also, study any figures, tables, or graphics when you come across references to them in the text. This helps to keep each piece in context.
  4. Reflect: As you read, think about the examples and descriptions provided in the text. You may also think of examples from your own experience that are related to what you are reading. Reflective reading is active reading; by interacting with what you read, you may better understand and remember the content.
  5. Recite: When you complete each section of the text, check your understanding. Can you answer the questions about this section that you wrote down before you started? Do you need to reread the section or some parts of it? Monitoring your progress by asking yourself these types of questions may help you identify areas you understand well and areas you will want to study further.
  6. Review: After you have finished reading the text, you may want to check your understanding of the content by reviewing your questions for the whole chapter. Can you answer your questions without referring to the text? Reviewing your questions for a chapter immediately after you finish reading it, as well as later in your study plan schedule, can help you retain and apply what you have learned.

Whether you use PQ4R or some other study technique, the key to success is to become familiar with the material you are studying. As you study, predict what the content will be, ask yourself questions about it, paraphrase information aloud, relate the information to other things you know, review and summarize what you have learned—become involved in your studying.

Strategies for Success on the Day of the Test

Review the following strategies to help you do your best:

Follow directions.

At the beginning of the session and throughout the test, follow all directions carefully. This includes oral directions from the test administrators and written directions contained in the test.

Pace yourself.

The test session is designed to allow sufficient time for you to complete the test(s) for which you registered. At any point in the test, you will be able to see how much time you have remaining. You can also go to any particular question within a test at any time during the test. If you have any difficulty answering a question, you may flag it for review and return to it later, but you must respond to the questions, including those flagged for review, during the allotted time. If your test contains constructed-response assignments, remember to leave enough time to respond to the assignments.

Read carefully.

Read the directions, test questions, and all response options carefully. Keep these tips in mind:

Guess wisely.

As you read through the selected-response answer choices, try to find the best answer. If you cannot quickly determine the best answer, try to eliminate as many answer choices as possible. Then, select one of the remaining choices.

Your score on each test will be based on the number of selected-response questions you have answered correctly combined with your score(s) on the constructed-response assignments (if the test you are taking includes any). There is no penalty for incorrect selected-response item answers, so it is better to guess than to not respond at all.

Respond to the constructed-response assignment fully and clearly.

If you are taking a test with a constructed-response assignment, be sure to read and respond to each part of the assignment fully and clearly. It is important for scorers to be able to understand your response.

Check your accuracy.

Use any remaining time at the end of the test session to check your work.

Go back to difficult test questions to review or rework them (the test tutorial explains how to navigate between test items).

After the Test

With the help of the strategies described above, you should be able to use the time before and during the test wisely. There are also some things you can do after the test that may be helpful to you, whether or not you have passed the test.

First, it may be useful to review the list of competencies you used during your studying. Mark the competencies that represented the most difficult content for you on the test. Whether or not you pass the test, you may wish to enhance your own knowledge with further study in those areas.

Also, when you receive your score report, you will learn which subareas were more or less difficult for you. Devote further study to the content of competencies in the subareas in which your performance was weakest. Remember that all the competencies have been identified as important to performing the job of an educator in New Mexico public schools.