Test of Essential Academic Skills pre-test study manual

236 Pages·2005·91.02 MB·English

by  Assessment Technologies Institute

Pre-Test Study llanual for the
Test of Essential Academic Skills
Reading, Mathematics, Science, and English and Language Usage
Edition 3.0
ATI would like to thank the following individuals for their contributions:
Martin Bartholow, PhD, Shawnee Mission Public Schools
George Chaney, PhD, Ottawa University
Charles George, PhD, North Carolina Central University
Marion F. Gooding, RN, PhD, North Garolina Central University
Janice Van Gorp, MS, Shawnee Mission Public Schools
Jim Hartman, MS, BA, Central Heights High School
Susan Kerr, MA, BA, University of Kansas
Roselyn Laven, MS, Shawnee Mission Public Schools
Mattie E. Moss, EdD, North Garolina Central University
Canda Mueller, PhD(c), Salina Public Schools
James M. Schooler, PhD, North Carolina Central University
Doris E. Wilson, BA, Sampson G. Smith School
Amanda A. Wolkowitz, MS, University of Kansas
All rights reserued. Printed in the lJnited States of Ameica. No paft of this book shall be reproduced, stored in a retieval system,
or tnnsmitted by any means, electronic, mechanical, photocopying, recording, or othewise, without witten permission frcm the
publisher. Third edition. Copyngft @ 2006 by Assessment Technologies lnstitutewLLC. Previous editions copyighted 2002-2006.
Copyright Notice
All rights reserved. Printed in the United States of America. No part of this book shall be reproduced,
stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopying,
recording, or otherwise, without written permission from the publisher. All of the content you see in this
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rights or licenses held by Assessment Technologies InstituterM LLC, one of its affiliates or by third parties
who have licensed their materials to Assessment Technologies InstituterM LLC. The entire content of this
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InstituterM LLC owns a copyright in the selection, coordination, arrangement, and enhancement of the
content. Copyright @ Assessment Technologies InstituterM LLC. 2000-2006.
Assessment Technologies InstituterM LLC is the publisher of this publication. The publisher reserves
the right to modify, change, or update the content of this publication at any time. The content of this
publication, such as text, graphics, images, information obtained from the publisher's licensers, and other
material contained in this publication are for informational purposes only. The content is not providing
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The publisher does not recommend or endorse any specific tests, physicians, products, procedures,
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This publication may contain health or medical-related materials that are sexually explicit. lf you find
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The publishers, editors, advisors and reviewers make no representations or warranties of any kind or
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Section l: Introduction 2
An Overview 2
StudySuggestions .......
3
.
General Guidelines for Test-Taking. . 4
Reading
Section ll: 5
Ready
Get Reading 5
Purpose
Prep with a 5
.
Comprehension. 7
.
Different Formats of Reading Comprehension Test ltems 10
Review.
Test-Taking Strategies 13
,
Reading Practice Test. 15
Mathematics..
Section lll: 33
Numbers
33
RationalNumbers
42
Algebra
51
RatiosandProportions.. ......
58
Measurement...
63
GraphsandDiagrams....
72
.
Mathematics Practice Test . 78
Section lV: Science and Technical Reasoning 99
LifeScience.... 100
Life Science Practice Test . 106
.
Human Body Science. . . 123
.
Human Body Science Vocabulary . . . . 126
Human Body Science Practice Test . 131
.
Chemical and Physical Science 141
Chemicaland Physical Science Practice Test . 146
.
GeneralScience 156
Science Glossary 157
Usage. .
Section V: English and Language . . . 166
Punctuation... ...,166
Grammar. ..
1V6
Sentences '
Sentence Structure: Making . . 186
ContextualWords ' ' 192
Spelling '...196
FinalPrep . . 2O4
English and Language Usage Practice Test. . . . . . 206
SectionVl:ComprehensiveExamination .. ' '. 214
ComprehensiveExamination. .".215
Section I: Introduction
Thank you for purchasing the Test of Essential Academic SkillsrM (TfRgru; Pre-Test Study Manual. This
book contains instructional material for each of the four subject areas, practice tests and answer keys,
and a comprehensive test and answer key.
When creating the TEASTM Pre-Test Study Manual, the developers had two primary objectives, (1) to
design an examination that is voluntary, readily available, and able to be completed in a non{hreatening
environment, and (2) to develop an instructional module that is closely parallelto the proctored TEASTM
examination,
About the Proctored TEAS'" Examination
The TEASTM examination was developed to measure basic essential skills in the academic content
area domains of Reading, Mathematics, Science, and English and Language Usage. These entry level
skills were deemed important for nursing program applicants by a panel of nursing program curriculum
expens.
The TEASTM examination is a 17O-item, four-option, multiple-choice examination offered in both paper
and pencil and computer-administered format. To prepare in an organized and efficient manner, you
should know what to expect from the real examination. Information about the content of the actual
examination is given below:
Number of
Content Area
Test ltems
Reading 40
Mathematics 45
Science 30
English and Language Usage 66
TEASTM Total 170
The Pre-Test Study Manual Section by Section
This study manual is similar to the TEASTM produced by Assessment Technologies InstituterM (ATl) in that
the broad areas of subject matter reflect the sections of the test (Reading, Mathematics, Science, and
English and Language Usage). The test questions are multiple choice. You are expected to interpret
data, analyze and draw conclusions from data, as well as apply principles and concepts to a variety of
situations.
The Reading section of the TEASTM reviews various styles of reading. The intended purpose for reading
and the desired comprehension levels are paired.
The Mathematics section is organized around the major numerical concepts, including whole numbers
and integers, fractions and decimals, percents, ratios and proportions, algebra, measurement, and
graphs and diagrams. When studying this section it is recommended that you follow the sequence as
presented. lt is important to understand whole numbers, for example, before moving on to fractions and
decimals.
In the Science section, a glossary is provided along with the other instructional material. Knowledge of
these basic terms will assist in understanding the material. The material covered in the Science section
is far more broad than in the other sections. lt reflects both scientific content area knowledge such
as Earth Science, General Science, Life Science, Chemistry, and Physics, and multiple aspects of the
scientif ic inquiry process.
The English and Language Usage section emphasizes the rules for the English language and word
power achieved through contextual vocabulary. Specific content includes punctuation, grammar,
sentence structure, contextual words, and spelling.
To prepare for taking the TEASTM, you should review each section of the instructional material, then
complete the sample test for each sectron. As a final check, take the comprehensive examination. The
answers to these tests are provided so that you may understand what subject areas may require further
study. When taking the practice tests and the comprehensive final, consider simulating actual testing
conditions as closely as possible. Create an environment with good lighting and minimal distractions and
consider timing yourself on the practice tests.
We strongly urge you to start off by setting up a time frame for completing this study guide. You may
start with any of tne four subject areas as there is no required sequence for the use of this book. What is
recommended is that you set aside specific blocks of time for study. A sample study schedule that might
be used is presented below.
SUN MON TUE WED THU FRI SAT
z ?
1
6-8 p.m. 11-1 p.m. 1-4 p.m.
Reading Reading Math
4 6 B 9 10
4-6 p.m. 9-12 p.m. 4-6 p.m. 6-8 p,m. 11-1 p.m. 1-4 p.m.
Math Math Math Math Life Science Life Science
1'1 12 IJ 14 1tr 16 17
4-6 p.m. 9-12 p.m. 4-6 p.m. 6-8 p.m. .1.1-1 p.m.
Life Science Lrfe Science Anatomy and Anatomy and Anatomy and
Physiology Physiology Physiology
18 1q 20 21 22 23 24
4-6 p.m. 9-12 p.m. 4-6 p.m. 6-8 p.m 11-1 p.m.
Chemistry Chemistry Chemistry English English
and Physics and Physics and Physics
25 26 27 28 29 30
4-6 p.m. Take 4-6 p.m. 6-8 p.m. 11-1 p.m.
English Comprehensive Follow-up Follow-up Follow-up
Test Study Study Study
NOTE: lf you would like additionalTEASIM preparatory material, a 1O0-item online practice
examination is available. For more information, please visit www.atitesting.com.
1.
Carefully read the question to determine the objective of the test item. Put the question in
your own words.
2.
ldentify the stem of the question. This is the main concept that will lead you to the correct
answer.
'
3.
Carefully read each of the options. This will help to clarify the objective of the test item,
4.
Do not over-generalize. Answer the question from the information provided in the stem only.
Do not assume, imagine, etc.
5.
Eliminate answers that are definitely wrong or implausible.
6.
lf you do not knorv the answer, it is better to guess than to leave the item unanswered.
7.
Budget your time carefully to ensure that you have enough time to answer all of the questions
in a section.
ll:
Section Reading
The Reading section of this test preparation and study guide is designed to help you, the test-taker,
understand the many facets of reading comprehension and their application to test-taking. lt focuses on
making you aware of how you have been reading until now and guides in adjusting your reading patterns
to help you become a more efficient reader and test taker.
The Reading section first outlines various types of reading and explains how to use each kind. Second,
it addresses the types of thinking common to reading comprehension. A third subsection deals with
the various types of questions. Finally, there is a reading practice test. lt is complete with an answer
sheet and answer key. Explanatory notes accompany each of the reading comprehension concepts
introduced and/or reviewed.
E:
i
Think about it. Would you approach the reading of a bestseller with the same intensity that you would
apply to your textbooks? The novel is leisure reading, and the textbook is study readrng. Each of these
types of reading requires distinctly different reading attitudes and reading rates.
Let's take a look at the six basic types of reading and see how you might apply them as you work toward
improving your reading comprehension. Your understanding of these reading differences may lmprove
your performance,
Scanning
Have you ever studied for a test by letting your eyes run quickly over the pages of a chapter in your
textbook, pausing only to read the chapter title, section headings, bold face or italicized type, and
highlighted words or phrases? lf so, you have practiced the technique of scanning. Scanning is
someiimes referred to as skimming, which probably explains more graphically what this method of
reading entails: lt is quick and allows you to skip over insignificant material and go directly to more
pertinent information. This is an effective strategy to employ when taking a test. Use it to preview the
ouestions and the multiple-choice options.
Idea Reading
ldea readrng is a rapid reading technique wherein you read for essential ideas. Your eyes move with
great speed and focus on lengthy phrases. Your brain identifies and records only the most important
words in these phrases. With maximum concentration, your eyes will reject all other words. ldea reading
is difficult to master, but can provide good reading eff iciency. lt challenges your ability to understand
patterns of the English language, particularly in regard to sentence structure. ldea reading is best
applied to comprehension test items that solicit generalization, recognition of subject matter, and the
drawing of conclusions. These concepts of reading comprehension are thoroughly discussed in the
Comorehension section of this unit.
Exploratory Reading
Exploratory reading is the technique used in situations that require you to recognize and understand
main ideas more thoroughly. lt requires reading more carefully to enable the reader to relate ideas and
associate them with prior knowledge of the topic. Exploratory reading is general content reading that
requires that you absorb more detail than you would in scanning or idea reading. This technique is often
used in reading materials of greater length, such as literature and long magazine articles.
Study Reading
Study reading occurs when you, the reader, must acquire a maximum understanding of principal ideas
and how they relate to one another. lt combines scanning and thinking, requires greater concentration
than the other techniques, and is accomplished at a slower rate. Material is read in smaller units at any
one time. Interruption is anticipated in this type of reading; note taking and breaks are a must with this
technique, which is most commonly applied to textbook reading.
Critical Reading
Practicing critical reading will equip you to make judgments about what the author wants you to believe.
You will need this technique when reading advertisements and magazine articles, which often contain
propaganda. lt fosters a consideration of what is fact and what is opinion. When you are engaged in
critical reading, you are on alert for propaganda devices such as emotional words, bandwagon, and
endorsement, all carefully chosen by the author to persuade you to his or her way of thinking. Critical
reading is necessary for determining an author's attitude or tone. These types of test items are reviewed
in the Comprehension section.
Analytical Reading
Analytical reading is used with study materials, the content of which may be mathematicaltheorems,
problems, and scientific formulas. lt requires deep concentration and a questioning mind. Save this
technique for your next math or science exam.