FSC Skills Assessment

Classroom Behavior

Always Mostly Sometimes Rarely/Never
1. I attend my classes and I am focused and attentive.
2. I arrive to class early or on time.
3. I come to class prepared with the correct materials.
4. I am not easily distracted by others, or by daydreaming.
5. I take advantage of extra credit opportunities when offered.
6. If I do have to miss a class, I inform my instructor in advance, if at all possible.
7. I make up any missed assignments.
8. I ask thoughtful questions.
9. I participate in class discussion.
10. I proof and edit assignments before handing them in.

Study Attitudes and Organization

Always Mostly Sometimes Rarely/Never
1. I plan a definite time to study each day and am consistent.
2. I review my in-class notes within 24 hours of taking them.
3. I use my course syllabus to guide my learning.
4. Each time I study, I spend at least ten minutes reviewing material from an earlier study session to refresh my memory.
5. I complete reading assignments prior to in-class discussion, so that I am more familiar with the material.
6. I prepare a list of any questions I may have about a reading and make sure I fully understand the material either through in-class discussion or through further inquiry.
7. I make sure I understand each assignment before leaving class.
8. I study in 40 to 50 minute segments and take 10-minute breaks to stretch and move around.
9. I study in an environment free from distraction.
10. I study to learn, not just to get things done.

Lecture Notes

 Always Mostly Sometimes Rarely/Never
1. I am selective in taking notes and don't try to write down everything I hear.
2. I look for instructor "cues" as to what material is most important; if something is repeated or goes on the board, I write it down.
3. I record my notes according to my learning style to best organize my thinking.
4. I record my notes using key words and short sentences.
5. I draw pictures, charts and diagrams when appropriate.
6. I leave a blank space in my notes if I miss something.
7. I set up my notes in advance, leaving a wide margin on the paper for a review and edit phase.
8. I use signals in my notes to alert me to something especially important or to material I didn't understand.
9. I take accurate notes, even when I paraphrase (put things in my own words).
10. I organize my notes in a three ring binder (or a spiral with detachable pages) and use only one side of the paper.

Textbook Reading

Always Mostly Sometimes Rarely/Never
1. I read when I'm most rested and alert.
2. I take regular breaks to refresh myself, especially when I start feeling distracted or unfocused.
3. I survey each chapter before reading by scanning the titles, subheadings, illustrations, anything in bold print, and the chapter summary.
4. I turn headings into questions to help me figure out what information I'm looking for within the text.
5. I underline or highlight only the most important information and only after I've previewed the reading.
6. I use the margins to signal key information and to note any questions I may have about the material.
7. I pick out key words and phrases to create an outline of main points.
8. I read for meaning and understanding.
9. I can paraphrase and summarize what I've read.
10. I compare my textbook notes to notes taken in class.

Memory

 Always Mostly Sometimes Rarely/Never
1. I summarize out loud and write down information to help me retain and recall it.
2. I create flash cards from my notes.
3. I connect new material with what I already know.
4. I practice using new information.
5. I review material on a regular basis.
6. I use imagery (or visualization) to create associations.
7. I stay alert and focused when learning something for the first time.
8. I use mnemonic devices (memory triggers) such as acronyms, creative sentences, and rhymes to help me recall information.
9. I try to make each learning experience as meaningful as possible.
10. I organize and cluster information using diagrams and illustrations.

Test-Taking

Always Mostly Sometimes Rarely/Never
1. I control test anxiety by being as well prepared as possible.
2. I view a test as a challenge rather than a threat.
3. I ask ahead of time what testing format will be used so that I can strategize my studying and feel more comfortable during the actual testing.
4. I participate in a study group/team to discuss and practice using information.
5. I practice teaching what I've learned to someone else.
6. I create practice tests for myself.
7. On the day of the test, I am well rested, refreshed and alert.
8. I move through a test quickly and don't panic if I don't know an answer right away.
9. I use the entire time allotted to me to take a test; when finished, I reread the test questions and check my answers for any careless mistakes.
10. When I receive my test results, I analyze and assess my strategy to see how I might have improved my preparation.