BIG Test anxiety: Successfully Retaking the BIG EXAM
By Mona Pelkey
In working with adults who are preparing to take major examinations such as
the GRE, LSAT, MCAT, or bar exam, I have found that it takes more than good
study preparation to succeed. Highly successful students often already have
excellent study skills, but the heightened anxiety they experience in facing
“milestone” exams can sometimes sabotage their efforts to earn acceptable
scores. One cannot argue that these exams are “no big deal” and
that test takers should “just relax;” after all, the tests ARE a
big deal, and failure is a roadblock to the student’s career path of choice.
When formerly successful students who have already performed poorly on a major
exam come to the learning assistance professional for help in preparing to retake
it, they often feel shaken, ashamed for having failed, ashamed in having to
ask for help, and frustrated because their tried-and-true study methods seemingly
did not work this time. Following are some suggestions for helping these individuals
to experience success in retaking the exam:
- First, assure the student that he/she as a person is NOT a failure. Remind
the student of his/her past successes, and that his/her successes far outnumber
his/her failures. A student whose self-image or self-esteem is dependent on
high academic achievement may be particularly shocked by the failure, and
he/she may feel depressed as a result.
- Ascertain why the student may have failed. Was it lack of study in one or
more areas? Not enough sleep? Poor diet? Lack of a certain test-taking skill?
Poor writing? Illness? Anxiety? Asking the student specific questions regarding
his/her test taking experience will help the learning assistance professional
help the student to create a test preparation plan for the next exam.
- If the problem is test anxiety, the following suggestions may help your
student:
- Help change the student’s mindset regarding the failure. (See
Dennis Congos’s article in this issue, “Why It Is Great to
Fail.”) Remind the student that fear often stems from not knowing
what to expect. Because the student has already taken the exam (at least)
once, he/she KNOWS what the exam is like. Having experienced the exam,
analyzed what went well and what went wrong, and having devised and followed
a plan to fix the problems, the student is BETTER EQUIPPED to succeed
the next time!
- Have the student devise a timeline for retaking the exam, including
a written study plan, outlining what will be reviewed and when. The student
should attack his weakest or least favorite subjects/areas first. The
more familiar the subject matter becomes to the student, the more comfortable
he/she will be with it and the less test anxious he/she is likely to be.
Confidence =Comfort! It is important that the student understands this,
so he/she will be sure to stick to the plan.
- Burning the midnight oil night after night is NOT a good idea when preparing
for a major test. According to Professor Carlyle Smith, a sleep expert
at Trent University, Ontario, Canada, students who are sleep deprived
do not learn as well. He says, “The best predictor of how someone
is going to do, be they at Harvard or wherever, is not SAT scores, but
whether or not they got a good night’s sleep.” It is important
to remind your student of this; he/she is likely to be tempted to study
harder rather than smarter! Persuade him/her against study plans that
necessitate sleep deprivation. In addition, fatigue and/or excessive amounts
of caffeine can increase the propensity for anxiety.
- Creating a sense of control over the testing process itself is also
very important in lessening student anxiety. Creating a test taking strategic
plan that includes a time allocation plan for the exam is key. This plan
should ensure that the student spends the most time on sections that earn
the most points. (It may be necessary to remind the student that his/her
primary goal during the exam is to earn the desired number of points,
and that he/she should remain focused on that goal.) If possible, the
student should arrive a little early and choose a seat where he/she is
most comfortable. Students who are easily distracted by others, for example,
might be more comfortable seated in the front of the room.
- It is important for the student to have a plan of action in case he/she
becomes anxious before or during the exam. Deep breathing can help the
student to retain his/her composure. During the test preparation process,
weeks before the exam, practice deep breathing with the student. One method
that I have used with students is Anthony Robbins’ 1-4-2 deep breathing
method. (Inhale for one count, hold for four counts, exhale for two counts.)
Have the student deeply inhale, using his/her diaphragm, and then hold
his/her breath for four counts. Then, the student should exhale slowly
for two counts, concentrating on exhaling. (The rhythm of the cycle is:
Inhale 1; Hold 2-3-4; Exhale 1-2.) The student should repeat this cycle
several times. This technique helps the student literally blow out the
stress! Have the student practice this technique daily, so that it becomes
second nature. Then, if the student experiences anxiety during the exam,
he/she has a familiar way to deal with it. Just knowing this will heighten
the student’s sense of control over the situation, and lessen his/her
anxiety level.
- Advise your student to take advantage of opportunities for support:
review sessions, study buddies, friends and family, and of course learning
assistance. Let him/her know that you are behind him/her 100%!
- Last but not least, regularly follow up with this student until after
the exam, and be sure to celebrate his/her success!
References
Congos, Dennis. “Why it is Great to Fail.” The Learning Center
Exchange, March 2007.
Robbins, Anthony. “Breathe Your Way to a Healthier You.” Accessed
26 February
2007 at http://www.anthonyrobbins.com/NextLevel/OCT04/SPIRITUAL/index.html
Smith, Carlyle, on “Frontline: Inside the Teenage Brain,” accessed
26 February, 2007 at
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/
Questions or comments? Contact the author at mpelkey@learningassistance.com.