Preparation Tips (2)
published by Goran Toshich
You should follow the following Tips for the preparation of TOEFL tests.
1. You must review the test format, subject matter, and sample test questions in the testing program's information bulletin or the testing program's Web site.
2. Prior to beginning the test, you can meet with the test taker, who should be encouraged to discuss matters that will affect test performance, e.g., how to determine the amount of remaining time and how you can help pace the test-taker through the test. The opportunity to discuss such questions and concerns before the test administration begins will make the test administration more effective and fair and will help to minimize misunderstandings and misinterpretations.
3. Test takers who are blind or who have low vision may also have special tools or equipment (e.g., abacus, brailler, slate, stylus) that have been approved for use during the test. These tools offer no special advantage but are comparable to paper and pencil. The most important consideration is for you and the test taker to share the same expectations about what is to happen, how much time is allowed, and how all the tasks will be accomplished.
4. The test taker may require all or portions of the test to be read aloud. The test taker depends on the reader to read the test questions accurately, pronounce words correctly, and speak in a clear voice throughout the test, which may go on for several hours. It is a demanding and somewhat tedious task. Not everyone is suited to do it. Drinking water should be available for you.
5. Your task is to read only the test questions. Do not try to solve problems or determine the correct answer as you read because this may result in an unconscious pause or change in inflection that could be misleading or disconcerting to the test taker. The expression on your face should remain neutral. Do not look at the test-taker or smile or frown to indicate approval or disapproval.
6. Read each question as clearly as possible. Give special emphasis to words printed in boldface, italics, or capitals, and tell the test taker that the words are printed that way. Do not give your own emphasis to words not emphasized in print.
7. If you find an unfamiliar word or one that you are not sure how to pronounce, advise the test taker of your uncertainty about the word and spell it.
8. When reading a word that is pronounced like another word with a different spelling, if there can be any doubt about which word is intended, spell the word after you have pronounced it.
9. Spell any words requested by the test taker.
10. Avoid getting into conversation about the test questions, but try to respond to the test taker's questions by repeating the item, words, or instructions as needed.
11. When reading passages, pay attention to all punctuation marks. Read the passage through once so that the test taker can grasp the content of the passage. Some test-takers may ask for the passage to be read through a second time with punctuation marks indicated. When required or asked to read, with punctuation, specific lines within a passage, indicate all punctuation found within those lines.
12. When test questions refer to particular lines of a passage, reread the lines before reading the question and answer choices. For example, you might say, 'Question X refers to the following lines ...' Reading the lines referred to would then be followed by reading question X and its response options.
Special Considerations for Multiple-Choice Tests
1. Be particularly careful to equally stress each response option and read all of them before waiting for a response. The test taker will record the answer or provide the answer to the test administrator (writer), who will record it for the test taker.
2. If you are recording answers and if the test-taker designates a response choice by letter only ("D," for example), ask if you should reread the complete response before the answer is recorded.
3. If the test taker chooses an answer before you have read all the answer choices, ask if you should read the other response options.
4. Allow the test taker to pause before responding. However, if the test taker pauses for a considerable time following your reading of the answer choices, say: "Do you want me to read the question again ... or any part of it?" In rereading questions, be careful to avoid any special emphasis on words not emphasized in the printed copy by italics or capitals.
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