Do you still need proof that educated guessing is a valuable skill for our students to learn? This link clearly spells out the expectation that students at the top of their game (here, applying to enter medical and dentistry programs) are expected to be able to guess well.
According to the author of this nearly 4 out of 5-star book, "we often fear an unjustified leap even though it may land us on a correct result." This fear does not prepare our students for the complex problem solving of real life. For teachers who want to dig into teaching opportunistic problem-solving that spans the curriculum, this book describes 6 tools to get you started.
Even universities try to teach their students how to successfully guess. The fact is, successful students know how to use information from a variety of sources and experiences to gain points on questions to which they do not necessarily know the answers. Let's give that power to all students.
POE, otherwise known as process of elimination, is a test-taking technique that raises students' chances of getting a correct answer. Many students naturally adapt the ability to use POE, but for those who do not, this post can help you teach them the basics.
Sure, we teach students content, and sometimes even what to expect on an assessment test, but often that's as far as our instruction goes. So what happens when students are faced with a daunting test question? Will they know what to do, or will they freeze or give up? Here's a single sheet of A to Z guessing skills to help you ensure they can tackle difficult test questions.
Let's face it, in real life we often aren't sure about an answer but have to make a decision regardless. In our classrooms, especially with the advent of the high-stakes multiple choice tests, guessing skills will also serve our students well. Here is a list of 14 tips you can teach your students to help them maximize their guessing leverage.
This tongue-in-cheek blogger explains the issues of guessing as they relate to standardized tests, specifically the SAT. He untangles the real issues of rhetoric and the perception that student scores are improving as a result of actual knowledge, rather than courageous guessing. The result is that students who do not guess confidently will lose out.