New Teacher Advocate KDP New Teacher Advocate Winter 2016 : Page 3 Test Management Strategies By combining prereading strategies with the skills of skimming and scanning, ELLs can manage their test-taking time better when tackling the read-ing sections of exams. 1. Scan: Quickly find the keywords from the pre-reading. 2. Skim: Read around the keywords to gain con-textual understanding. 3. Manage Time: Use various strategies to maintain pace and allow time to complete the test. If the ELL takes the time to read every word of each passage, he or she will never have enough time to complete the questions for each passage in the allotted time. The student who scans and skims will save test-taking time and be able to fin-ish the reading section of the exam. For example, if the question mentions a historical event, then asks which year the event takes place, the ELL would first use scanning to find all of the dates in the text that are provided in the answers. Once the date is found, the ELL would use skimming to read the lines in the passage that mention the historical event in the question. This will help to improve the overall exam score. The best way to teach scanning and skimming in the classroom is to give sample reading assess-ments and have students use their prereading skills to pick out the main keyword in the question and in each answer choice. Teach them to scan the passage for those keywords, or synonyms. They can then skim for the correct answer. Have students initially practice by using questions and answers that ask for specific terms, such as dates or names (IELTS Exam Tips, 2014). One way to improve time management skills during testing is to first set timed activities for the ELLs to complete in the classroom setting. For example, give students 20 minutes to read a pas-sage and answer several questions. By practicing this technique, students will be prepared for any length of text they may encounter on an exam (Educational Testing Service, 2012a). Learning effective time management will also help in other areas of study by giving them a regimen to use. Teaching ELLs test-taking skills as well as the test content will improve their test scores. Preread-ing and test management strategies are easy to coach and can help students demonstrate their knowledge more accurately both in testing situa-tions and in daily course work. References Abdul-Alim, J. (2012, September 25). SAT scores dip slightly, test taker diversity edges upward. Diverse Issues in Higher Education . Retrieved from Abedi, J., & Linquanti, R. (n.d.). Issues and opportunities in improving the quality of large scale assessment systems for English language learners. Understanding Language . Stanford, CA: Stanford University School of Education. Retrieved from Educational Testing Service. (2012a). The official guide to the TOEFL test (4th ed.). New York, NY: McGraw-Hill. Educational Testing Service. (2012b). TOEFL iBT overview. Retrieved from IELTS exam tips. (2014). Retrieved from Lougheed, L. (2013). Barron’s IELTS: International English language testing system (3rd ed.). Hauppauge, NY: Bar-ron’s Educational Series. Mr. Bell has recently re-turned to the United States to complete his Master of Arts in TESOL (Teaching English to Speakers of Other Languages) after teaching English in Japan for 9 years. JOINKDP Benefits of Membership Include: s(ONOROFBEINGASSOCIATED WITHA

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