In a previous article I wrote about the impact of expectations on student test performance. It was determined that major impacts in student achievement can be made merely but adjusting what we believe to be true about a particular student or group of students. Upon further reflection it seemed there must be some particulars other than positive thinking on the part of the teacher that would also impact student performance.

This article provides a brief examination into those characteristics that separate high achieving and low achieving students.

Here are some of the common characteristics of high achieving students and their lower achieving counterparts.

• High achieving students have positive self-esteem and greater self-confidence in their abilities than lower achieving students.

• High achieving students do not feel intimidated by tests and feel well prepared for all types of tests, low achieving student express opposite beliefs.

• High achieving students are more persistent with regard to their school work and doing well on tests.

• High achieving students are more likely to use appropriate strategies when taking tests.

• High achieving students are more "test-wise" than low achieving students.

• Test wise is defined as adept at demonstrating the following skills.

• They are more able to follow instructions and directions.

• They are more familiar with test formats.

• They are more adept at avoiding common mistakes.

• They know how to use their time more effectively and efficiently.

• They can optimize their scores by taking informed, educated guesses.

• They can apply test-taking strategies to solve different kinds of problems.

Lower performing students are noted to state they feel little information is provided about tests, the purposes of testing, how the tests will be utilized and what the results mean.

Lower performing students are more likely to state their teachers do not go over test results with them or explain what those results mean.

Lower performing student are more likely to state they are not made aware of upcoming standardized test in advance.

Therefore, to improve test-taking skills, there are three approaches that might prove useful. Students must be instructed in the mechanics of test taking, appropriate test taking strategies, and practice their test taking skills.

Reg Adkins

Reg Adkins in a specialist in behaviors and emotional issues. He holds a bachelors degree in elementary education and a masters in educational administration. He is certified in numerous educational fields including exceptional student education. He is currently a doctoral candidate in the field of faith based counseling with a high focus on human temperament analysis and counseling.