"I don't test well..."
This is a common refrain heard from students whose "summative evaluations" have gone less than optimally...students who've, quite frankly, bombed a test: "I just don't test well."
And it drives me nuts.
It's difficult to tell when it's the truth and when it's an excuse; and, as most of us are not diagnosticians, it's beyond the scope of our job descriptions and skill sets. We simply can't make that leap and determine whether or not the student has, for instance, a learning disability (although we can encourage them to seek out our institutions' diagnosticians or outside resources).
But, all that aside, it's a self-fulfilling prophecy: students who say this, whether they've arrived at this conclusion honestly, come to believe it. And that belief shapes their future performance.
Any thoughts on how to put an end to this virulent strain of thinking?
I AGREE WITH HERVE AND I CALL ALL TESTS QUIZZES BECAUSE IT LESSENS STRESS ABOUT TESTS AND THE STUDENT IS MORE AT EASE.
What can I do as an instructor when I have a student that sincerely doesn't test well and there are no resources (no standardized assesment tests or tutoring) on campus to address the concern or help the student. I recently had a student whose spelling was so bad, the words were not recognizable. She even spelled her own name wrong. There was obviuosly something going on in the area of "learning disability" but I was not able to help her :-( and she had no IEP since she graduated from high school 10 years prior. Any suggestions would be appreciated.
I test my studetns in all types of evals. Hands on speaches tests projects
The crossword puzzle is a GREAT idea! Thanks for sharing!
I have also had success with elimininating the large objective tests and replacing them with various other methods to assess the knowledge of the student. This gives the student that does not test well the opportunity to show you just what they have or have not learned.
Hi Jerry - Unfortunately for most colleges and universities scores on the standardized tests determine whther the rest of a student's record is really scutinized. I think we are seeing some schools reversing that trend however; a move that I applaud for the reasons you mentioned in your post. Best wishes- Susan
most students instinctively know if they test well or not. SAT/MCAT/LSAT are perfect examples of students who may carry a very high GPA....but do not do well in formalized exams. Fortunately, they may find alternatives and have very successful careers. I am empathic with students who do exceptionally well overall but not with formalized exams. I don't think there is an answer to specifically help these students...is there?
Hi Lawrence - Thanks for your post to the forum. Crossword puzzles as review tools is a new idea for me and I like it! Thanks for sharing! Best wishes - Susan
I give my students a study guide (crossword puzzle) before all tests to use as a review tool
Hi Stacy - thanks for your post. Students do often start a test nervous and begin to panic which can cause them to shut down through an entire assessment. Your idea of offering a "break" to regroup/calm down is a good one. Thanks for sharing! Susan
I know some students get really stressed out, especially when they are being timed. I have found that shortening my tests, and requiring two shorter tests, instead of one long one, has helped these students. I still time them, but they get a break between the two exams to calm their nerves.
I agree! You need a diverse assessment to keep all students in engaged and on track for their personal & professional goals.
Hi Margaret- Thanks for your post to the forum. You are obviously a very emphathetic teacher! Your students will always value what they have learned from you and much of that may not be just the information from your courses. Best wishes for continued success in your teaching career. Susan
I heard this multiple times from one particular student. She feared my quizzes and was in a panic about the large cumulative midterm. Yet, she applied some of the study techniques we discussed in class and did well on the quizzes. I use the quizzes more as a study technique and a way for my students to learn how I test. The quizzes are not worth as much as the midterm. Knowing this, the student could focus on learning the material instead of stressing about the physical act of taking the test. Using these small stepping stones for assesment, allowed her to gain the confidence she needed to excell on the midterm exam. She told me that she had never tested well but learned how she could in fact be successful.
Hi Dennis - Yes, that unfortunately is a common observation. Thanks for your post to the forum. Best wishes- Susan
I don't test well, is usually an excuse for I didn't study.
If a student tells me they don’t test well,
I advise them to come in for tutoring.
If they don't want to come for tutoring, the question is answered.
When they do come in for help, we sit down and try to figure out what I can do, what they can do, or if we need outside help to build skills.
Wow Ken- Welcome to Ed 103 and thanks for a very interesting post to the forum! I congratulate you on your fortitude and now obvious success - great work! Best wishes for continued success in your teaching career and all the best in 2010. Susan
I have heard this over and over. I actually believed it up until last month. I give tough tests weekly. The students are given a study guide (without the answers) and are told they must complete it in a timely way to both do well on the tests an to gain certain competencies. If they don't do this they will do poorly on the tests (never had an exception). Many students who scored very poorly (less than 50% or even less than 10% if you can believe it) have stated their inability to test successfully.
During this last course session, I had morning student and one pm student who scored less than 10% on the first TWO tests. At first they said they hadn't done the necessary preparation. Aftet the second, they both said they HAD prepared and "just can't remember the material in the study guide". We schedule off day tutoring for students who are below passing level performance. So, I scheduled them and insisted they attended and complete their study guides and the test previews (they get this from me prior to each test) with their tutors. They both attended and the tutors reported that each had in fact done what I asked. Next test results: 90% and 96% respectively. They felt great and I gave them big ups for their achievement. This is the first real go 'round with our Friday tutoring program for me and the results are nothing short of stunning. Well, I'm stunned. I'm also convinced that the results are entirely effort related on two levels. First, my own, in that I explained the criteria for who I would require to attend tutoring sessions and then was rigid about following through and secondly, by structuring the study for them (and the tutors), the students were evidently very focused. It's hard to "just make them do it", but at this point I have a hard time thinking that any student who actually does the study AS WE SPECIFY will perform poorly on tests that cover the guide content.
I tell my students to read the questions twice and think of it as if I am talking to them before they start looking for the answer to the question. I have seen an improvement in an overall test grade from all of the students when I tell them to approach the tests and quizzes like this.
