For example, I create a panel of students who is going to present about two or three specific issues. These issues are aspects of the program in which the selected students have problems, and these will be delved in the panel sessions. The students who serve as an audience are instructed to study the same subjects and develop two questions related to these subjects that you asked the panelists at the discussion session. The Teacher evaluates the presentation measuring: clarity, organization, quality, comprehension of the presented content and answers to the questions from the audience. The teacher also evaluates the confidence shown by the student when answering.
The dynamics that arises in this activity increases the motivation of all participants, panelists are prepared better and give more precise answers. Besides the questions made by students, plus those induced by the teacher (using activity spoilers from the classroom) increase the performance, knowledge and motivation of all participants. This technique allows greater integration when evaluating. Finally, the audience makes an evaluation of the three points were the panel was weaker and stronger.
Many of my students have learning disabilities, or are slower to process written questions than the average student. Since most assessments are given in a written format, many of them convince themselves they will not do well before they begin. I find that students who are given other options (such as oral or Powerpoint presentations, research papers, etc.) feel more comfortable and providing a variety of assessments diminishes the anxiety about any one type of assessment. Everyone's not good at everything, but it is important for students to be aware of their strengths and weaknesses. I also encourage students to develop the skills they "fear" by providing strategies for their mastery.
Wilfredo, your techniques are very interesting. Can you share some more specific information about how you are assessing your students without the use of conventional assessments? Thanks for anything you can share.
James Jackson
The fear factor is always a bad resource to be used in the learning process because it increases the student's insecurity and undermines the psychological bases of self-esteem. So in my class every time the program will let me, I try different alternatives to measure the academic progress of the student without the use of a standardize test, and instead I use other ways to evaluate the progress that don't cause fear. For example a group of student kept on failing the writing exam, so we decided, based on her oral speaking abilities, that they had to give an oral presentation instead that included the different topics that were examined on the exam. In this oral presentation more and harder questions than those that were on the exam were asked to the students giving the presentation and the students were able to answer these questions correctly, thinking deeply and widely. In my opinion this happens when there is an increase in the believe of autonomy in the student, meaning that the student feels that he or she has more control over his own process of learning and more engagement in the process of being evaluated.
wilfredo
Mike, try to keep an open mind and move away from the words like "always" and phrases like "no matter what we do". The reality is no matter how you feel your situation is unique and no one deals with what you deal with, there are hundreds just like you and they are accomplishing remarkable results on a consistent basis. Think back through the materials of the courses you have taken, a common theme deals with building a relationship with your students. Does not matter if you have them for a day or 16 weeks, build towards learning their needs and expectations and take the time to have an actual dialog with them. Ask them what they need, what they expect, what they want. If the answer is not a productive one, turn the question into a learning opportunity and ask them how far they plan to go if they do not take their education seriously. The average person in the United Stated will hold 14 jobs in their lifetime and more than 3 careers. If they think times are difficult now, how will they survive if they do not gain the skills they need now to have opportunities in those 14 jobs and 3 careers? Sometimes a little reality check can go a long way.
James Jackson
theirs always a fear in taking test, I think no mater what we do as teachers some students analyze it to much
Arlene, no doubt hard work is part of the solution. Also, we as educators need to be mindful that different students learn in different ways and we should always find different ways to communicate with our students, build professional relationships and were we can, better understand the root causes of their lack of ability to be successful. There will be times that this level of understanding can be put to great use to help students break through barriers and move on towards a better level of understanding so their study efforts are more fruitful.
James Jackson
I have come across a lot of students who have a sort of "test anxiety". Many learners have some form of anxiety when it comes to testing. Since it is an innate response for these students, getting them out of this fear is rather difficult. Especially when my students have to take 3 board exams in order to practice in the field. The best idea for me is to recognize when a student has an issue and the sooner, the better. Other alternative forms of test taking for these individuals would be great, but unfortunately, they still have to take their board exams without any type of flexibility. It has been my practice that the more a student tests and uses strategies to overcome test anxiety, the more successful the student will be in the end. I also try to mimic the real test environment as much as I can so it is not too much of a shock when they take the actual boards. Eliminating testing or offering alternative ways to evaluate a student are great ideas but the student still has to take 3 traditional board exams in the end.
None of this seem crazy to me. It's just unfortunate. I have taught student many skills especially social skills/soft skills and note taking just like above. It's the school of hard knocks with all that they have to learn because they are catching up. Some are tough enough and will work hard and those are the ones I happy to hand the ball to as they are the most inspiring. So hard work is in my opinion the key to success here and I'm happy to lead by example.
Arlene, failure to prepare can add to the stress levels of students and lack of preparation is not something we as instructors can really control. I do however highly recommend having a discussion with your students as to their expectations of the course if they do not properly prepare. You may find they provide feedback that will allow you to better meet their needs in the preparation process. For some students it can be as simple as no one has ever taken the time to show them how to study, how to take good notes and how to ask questions during class. Sounds a bit crazy to you and I but my experience of over 20 years as an educator has taught me never to assume anything about my students. Just like we encourage them to ask questions, we also need to be asking questions.
James Jackson
I believe that lack or preparedness is often the culprit in the fears behind test taking. If I review a quiz during the week and que the students on what's expected after the first week the students who studied the cues have less fear with taking the test.
Jacqueline, building a trust relationship with your students will also help with their test anxiety. Students have fewer fears with instructors they respect and trust. For some students however, the anxiety is there no matter what level of trust you build so the practice exams can be very valuable to show them they know the materials.
James Jackson
Jennifer, the brain dump is a great technique as long as the student is aware of any time restraints placed on the test. What techniques do you use to help them with time management on exams with limited time?
James Jackson
I work with adults and would never think in a million years to use their fear/test anxiety as a discipline measure. Frankly, I do not need to "discipline" my classes. I set the rules, the expectations the first day and occasionaly I need to remind a few but nothing major. Let's work on their fear factor/test anxiety. Help the student to learn how to study more effectively; take better notes in class; utilize tutoring as a step to success not a sign of being stupid; learn to take tests; practice with the students. I am here for the student's success not failure or fear!
For students who share with me that they freeze up when taking an exam I tell them when they receive the exam, don’t look at a single question, go to a blank area and just start writing information down, it doesn’t matter the order just start letting the information flow out. For the students who actually study and really fear taking exams this works, because once they start letting the information out they become more confident and are able to answer the questions on the exam.
On my end, I feel I need to make sure I give my students everything they need to take the exam. How I know they are ready for the exam is when I do my reviews, if I don’t feel they are ready I will take a little more time to go over the material.
Using quizzes as discipline: tough one, usually what I do is give hints throughout the class that they may see something in the next class. I find it does help keep students on top of their work and it definitely helps with attendance.
Debra, looks like you have things well in control. One thing to further consider is how her fear of tests may also manifest into other anxieties that could hinder her from seeking out and obtaining employment once she graduates. What groups are you working with to ensure the student is ready to leave the comfortable environment of the institution once she graduates? Thanks for anything you share.
James Jackson
I have an adult student who has the biggest fear of tests. She actually dropped out of High School because of her fear. I take the time every week to sit one on one with her and read the test questions aloud to her. She is passing and so happy that I am working with her and her fear. My goal is to slowly start getting her to do a few on her own along with a lot of praise!
Linda, your methodology really resonates with how this course was designed. A comparative analysis between the learning outcomes of your students and those of others within your environment that may not be using similar affirmative methods would be very interesting to review. Thanks for sharing.
James Jackson
I believe that stress is the No. l factor in why students are not successful. I do not call them "Tests", they are Mental Challenges. Works for some. Also, I use affirmations every class, on M/C day--I write on the board "I look forward to Mental Challenges because I have studied and am prepared" or "I am calm and relaxed when I take a Mental Challenge because..." I use student volunteers to write affirmations to relieve stress.
Cara, great use of a learning and teaching tool that builds confidence in your students while enjoying an activity at the same time.
James Jackson
