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:

  1. 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.
  2. 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.
  3. If the problem is test anxiety, the following suggestions may help your student:
    1. 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!
    2. 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.
    3. 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.
    4. 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.
    5. 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.
    6. 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%!
    7. 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.