Approach to Multiple-Choice tests

The good news about the EPPP’s MCQs is that the answers are right there in front of you in one of the four
answer choices! Your task is to select the correct answer choice by having a thorough understanding of the EPPP
content, and, by being a critically thinking and practiced test-taker.

The following strategies are geared towards helping you become a better EPPP test-taker by providing you with
proven strategies that can improve your ability to determine the right answers. If you can train and discipline
yourself to strategically approach MCQs, you can significantly improve your chances of performing well on your
EPPP.

We’ll start with reviewing the anatomy of the EPPP’s multiple-choice questions. We’ll then discuss an approach
for higher-order thinking, and then review how to properly read the EPPP’s MCQs. Lastly, we’ll review
strategies for tackling difficult EPPP questions that get you stumped. We have also provided you with examples
of various types of MCQs that you might see on your EPPP (see Appendix A).

Anatomy of Multiple Choice Questions (MCQs) : EPPP MCQs are looking to assess your test-taking strengths
and your knowledge base. Some questions may simply test for recall of factual knowledge, but the majority will
test your understanding and comprehension of the content, as well as your ability to apply this knowledge.

MCQs include two parts: a "stem," which presents the question/problem/statement, and, the answer options (the
correct answer is the "key," and the incorrect answers are "distractors").

MCQs require you to select the best answer, not just the correct one, nor the one that must be true all of the
time/without exception

Higher-Order Thinking : The EPPP requires you to be a critical thinker, using your logic, reasoning, and
deductive skills. You will be required to conceptualize, analyze, synthesize, and apply the information presented
to you. Critically thinking your way through the EPPP will assist you with determining whether an answer choice
is correct, incorrect, sometimes correct and sometimes incorrect, or partly correct and partly incorrect.

The following are some higher-order thinking steps you can implement to organize your thought processes:

 Make sure you keep an open mind while carefully and thoroughly reading each question and answer
choice
 Clearly and precisely formulate the questions/problems, and accurately assess the relevant information
 Recognize unstated assumptions within a test question
 Draw warranted conclusions and generalizations
 Test your well-reasoned conclusions and solutions against relevant criteria and standards
 Remember that a correct distractor does not necessarily make it the "best answer" to the question; the
best answer must connect with the stem

Properly Reading EPPP MCQs: Faulty reading and comprehension of questions and answer choices results in
misunderstanding/misinterpretation the information and in wasted time. Properly reading the EPPP’s MCQs will
help your thinking and reasoning process, and assist with identifying the slight differences between the answer
choices, allowing you to deduce the necessary reasons why one answer choice is better than the others. Here are
some steps for properly approaching and thoroughly reading the questions and answers:

 Cover the answers while reading the question

o Try to read the question thoroughly the first time, such that you don't have to re-read it a
second or third time unnecessarily
o Identify the Domain and Key Term being questioned
 o TAK: Ask yourself: What is the question Telling me, Asking me, and, what do I Know about
what is being asked of me
o Try and voice to yourself what the question is saying, then try to answer the question for
yourself before uncovering the answers
o Read all the answer options and find the one that’s closest to the one in your head
 Identify the main points within the question, and avoid be distracted by extraneous information
 Identify key words in the question and answer choices, as one word can significantly change the
meaning
 Accurately focus on the question and avoid careless mistakes by making a mental note of critical words
in the stem: except, generally, rarely, only, necessary, sometimes, not
 You can combine and read the stem with each answer choice as though together they were either a true
or false statement
 Make sure you read all of your answer choices before you select your answer, even if you think you’ve
found the correct answer it may not be the "best answer"
 Make sure your considered answer choice completely and correctly answers the question, as it may just
be partly correct
 Don’t skip around the test, answer the questions in the order they come
 As you read your answer choices eliminate those choices you clearly know to be incorrect, as this
reduces the number of answer choices and increases your odds of a correct selection: eliminating wrong
answers: none = 1 in 4 odds =25%, eliminate 1 = 1 in 3 odds =33%, eliminate 2 = 1 in 2 odds =50%
 Don’t dismiss an answer choice just because it appears too easy/obvious… it may mean that you’ve
prepared well!

Challenging EPPP MCQs: If you get to a question with two or more seemingly correct answers, there are several
strategies you can implement to increase your chances of a correct decision:

 As you read the question, remember that all the info you need to answer it is in the question itself; don't
make assumptions, or read something into the question, and, there are no "trick questions," just really,
really difficult ones
 True/False Test: determine if the answer itself as a stand-alone answer is correct/incorrect
 True/False Test: translate the question into a statement to select between two similar answer choices
 Negatives, double negatives, or absolute words: Try substituting a an equivalent positive word
statement for negatives; substitute a qualified term for an absolute one, like "frequently" for "always," or
"typical" for "every," to see if you can eliminate the absolute term
 Translate/rephrase/summarize each answer choice in your own words so each one is clearly understood
 Create a mental picture of the question

Guessing and Changing Answers: There is no guessing penalty on the EPPP, so if you don’t know the answer to
a question, make an educated guess and select an answer.

80% of the time your 1st answer is correct (unless you misread the question)

Leave your first answer except for 2 situations:

1. You have a "light bulb" insight later and remember new information about the question
2. A later question provides more information about the earlier question

Don't Be Afraid to Change Your First Answer: An article in the Journal of Personality and Social Psychology
(May, 2005) found that students who changed dubious answers usually improved their test scores. Their study
of 1,561 introductory psychology midterm exams found that when students changed their answers, they went
from wrong to right 51% of the time, right to wrong 25% of the time, and wrong to a different wrong answer
23% of the time!
Memory Techniques
The Principle of Recitation
Recitation is most effective technique for transferring information from short-term memory to long-term
memory. Vocal, "out loud" recitation is usually the most effective single technique for review as it employs more
of the senses than any other review technique (utilizing both auditory and vocal senses.) Vocal recitation, verse
think or writing it out, both consolidates new information and strengthens neural traces made to your brain.

What is recitation? Recitation is simply saying aloud the ideas that you want to remember. For example, after
you have gathered your information in your Flashcard, you verbally recite them. Here's how: you cover your
Flashcards, then recite aloud the covered content. After reciting, expose your Flashcards and check for accuracy.
Don’t be worried about reciting the content word for word; instead seek to recite it in the way you would explain
it to a colleague. When you can say it, then you know it.

Recitation is a great technique to use for your Final Review process, during which you will be committing all the
content from your Daily Study Session to memory!

Mnemonics
This system of using rhymes, phrases, acronyms, and rules, can assist with memory.

Examples:

 Big 5 Personality Traits : OCEAN: O=openness, C=conscientiousness,

E=extraversion, A=agreeableness, N=neuroticism
 Holland Vocational Theory: RIASEC: R=realistic, I=investigative, A=artistic,
S=social, E=enterprising, C=conventional
 Developmental/Life Span:
o Kohlberg’s Moral Development. "CHARLE"s. Preconventional:
C=consequences H=Hedonism. Conventional: A=approval R=Rules.
Postconventional: L=Laws E=Ethics
o Freud psychosexual development. Orphan Annie was a Pretty Little Girl.
O=Oral, 0 to 1, A=Anal, 1 to 3, P=Phallic, 3-6, L=Latent, 6-12, G=Genital, 12
and up.
o Erickson’s Developmental Stages. "Bare Ass Four Eyes and a G. I."
 B=Basic trust vs. mistrust, 0 -1
 A=autonomy vs. shame, 1-3
 Four eyes (four I’s)
 Initiative vs. guilt, 3-6
 Industry vs. inferiority, 6 to puberty (*remember school children
should not work in industry)
 Identity vs. role confusion, adolescence (*remember teenager
identity issues)
 Intimacy vs. isolation, early adulthood
 G=Generativity vs. stagnation, mid adulthood
 I= integrity vs. despair, late adulthood
Creating Associations
 Nervous System:
o The nervous system has two parts: central nervous system (brain and
spinal cord) and peripheral nervous system. Peripheral nervous system
has two parts: somatic nervous system ("soma" means body—neurons
between brain and body) and autonomic nervous system. ("Auto" as is
"autopilot" or things like heartbeat and breathing you do without
thinking.) Autonomic nervous system has two parts: sympathetic nervous
system (fight or flight, as in "I was sympathetic to the man being chased by
a bear") and parasympathetic nervous system ("para" as in "paramedic"
which decreases the volume and arousal)
 Leadership styles:
o Theory X versus Theory Y. Theory X leaders: X-out personal concerns, are
"cross" stern, unfeeling taskmasters. Also known as scientific
management. Theory Y leaders: encourage Y (why) questions, concern
about workers, yummy, soft, nice, also known as human relations
management.
 Intelligence and aging:
o Fluid intelligence evaporates over time. Crystallized intelligence grows in
the depths of the caverns of the mind. (Losses in PIQ more than VIQ.
Retrieval more than free recall)

The Principle of Overlearning

Once you have reviewed and have been able to recite your Flashcards thoroughly, continue to recite them a few
more times. Each additional recitation, according to psychologist and researcher, Ebbinghaus, engraves the
mental trace deeper and deeper, and establishes a base for long-term retention. Therefore, the more you rehearse
content you already know the better you’ll remember it. This memory technique is best implemented in 20-60
minute blocks of time.

Review nightly, then go to sleep!

The memory of new information happens in stages. Through the process of review, the brain will create inter-
relationships with other material and will promote elaboration. I recommend that you do a Nightly Review
(simply read through) of the Flashcards you created today and yesterday. This review will help create new
memories for the content you are studying. I further recommend that you do this review and then go to sleep. We
know that ongoing processing occurs most strongly during REM sleep, during which new memories are
permanently laid down and stored. Your brains activity during sleep will organize new memories and will make
vital connections with existing knowledge.

Cluster by Color
Differentiating between the content in the 11 Domains is important in the learning and memory process. One
additional way to help keep the content separate in your mind, and help make useful associations, is by printing
your Domain Flashcards on different color paper. This assists with keeping the Domains distinct and mentally
sorted.

The First 10-15 Minutes

On the paper provided, do an "Information Dump." Write out all the information you’ve been keeping in your
working memory, e.g., scores for bell-shaped curve, developmental theories, etc. This frees you to focus your
energy during the test, and allows you the ability to return to these notes when a related question occurs.

Breaks during the Exam

This section references The Principle of Neuro-Transmitter Depletion. Often students study or attempt to read for
too long a period of time without stopping for a rest break. Neuro-scientists have developed techniques to
monitor activity (usually defined as electrical impulses) and chemical changes in the brain during study or
thought processing. The monitoring of brain activity and chemical changes indicate that studying/reading too
long results in a depletion of chemicals in the brain cells necessary for efficient processing of information.

Based on this Principle, I recommend the following break schedule:

You have 4 hours and 15 minutes to take the Exam, which breaks down to 68 seconds per question. I would
recommend not trying the marathon approach to test taking, where you work until you feel tired. Make and take
planned breaks, as this will keep you fresh and focused through the test.

I recommend you decide ahead of time how you will take breaks. There are two types of breaks: mini (3-5
minutes) and full (10 minutes). For mini-breaks I recommend choosing one of two strategies: decided on a
number of questions to complete before a break is taken, e.g. every 25 questions, or, a period of time to work
before a break is taken, e.g., 25 minutes. During these mini 5-minute breaks stand up, move around, stretch, and
breathe. Full 10-minute breaks can occur after an hour and a half of work. During this full break grab some fuel
and fluid, use the restroom if necessary, and stretch and breath. Make sure you take these breaks even if you feel
or think you don’t need to!

Breathing during the Exam

Don’t forget all that desensitization work you did with those 4000 practice questions! Monitor your breathing
throughout your test! Remember, before each test question take one big, slowly inhaled diaphragmatic breath
through your nose, holding it for a count of two and then slowly exhaling through your mouth. During this
exhalation, mentally recite a positive self-statement, e.g., "I can do this!" These help "recalibrate" your focus,
purge any tension, and prepare you for your next question. They will also lower your heart rate, your blood
pressure, relax any muscle tension, and provide a sense of calm and control!