Age and Quizzes
Due to the vast variety of ages in my classroom, I find that my biggest challenge is helping my older students understand the reasoning and the logic about the order in which quizzes and tests are presented. I find that my students complain because they want tests and quizzes to be in the exact order or with the exact terminology in which they read them from their text books. The majority of the time I find myself having to explain the tests questions to them and for the most part students know the answers as long as I take the time to explain it to them. What I find is that these older students do not want to fail and therefore their fears kick in when a test is presented. Has anyone else had this problem? I would like to hear your suggestions.
Hi Jamie,
I think this approach will work very well for you and your students. By having them apply and demonstrate their mastery of learning the students will see the relevancy and application of the content. The games will introduce some excitement and a bit of a challenge to the assessment process. The key will be to make sure that you have a clear and accurate picture of the knowledge and skills acquired by each individual student.
Gary
I have found that in my classes, students tend to do great with lectures and their projects, but when presented with a quiz or test, bomb the quiz.
I really want the students to retain the information that we go over, but have found that my students get very nervous when test time comes.
I have yet to implement this technique (waiting until next term starts), but I am going to have the quiz be completely interactive and maybe even group related. This way the student are completely a task or project, instead putting them through a stressful testing session.
Some of the activities I have planned are trivia games, capture the flag and completing program tasks.
Do you think this will work out well?
Hi Hanna,
This is common as many of the older students are trying to capture their seldom used study skills from years gone by. By working with tutors and you they are developing the need content base as well as study skills that will help them be successful. This is a pretty steep learning curve for many of them after a number of years being out of school.
Gary
My findings are somewhat contradictory. The older students definitely take the studying more seriously, but do find learning more of a challenge. They often spend hours with a tutor (or with me) trying to understand the topic.
Hi Rene,
This is an accurate perception concerning many non-traditional learners. They like order and routine so they can plan accordingly. Changes can be made but they need some time to adjust to them. This is why test construction is so important to help them understand how the test will be structured and what they are expected to learn.
Gary
I've encountered that my older students have a harder time trying to memorize or study for test and quizzes. Their main reason for this is the amount of material covered in them, even thought the material has been discussed and plenty of time to study has been given to them. The sort of want the quizzes written in the exact order and wording as in the hand outs.
I agree with you Isaac. My older students tend to do better on quizzes. I attribute that to them taking the class a bit more seriously and spending more time on studying for the quiz. With the younger crowd, I am often wondering why they would not study for tests, knowing they will have to take it on a certain day. Any suggestions?
Hi Anne,
Good idea. This exercise serves two purposes as I see it. It helps them to clear up an questions they have about course content upon which they will be tested and it helps them to get settled and over the nerves they have about taking the test.
Gary
What I have found helpful in reducing student complaints or stress over quizzes and tests is to do a quick Q and A or chapter review prior to giving the quiz or test. This helps them focus on the content and gives them a sense of being "ready" to take the test. This also helps students with other barriers such as English as a second language. This doesn't take much time and usually I have students impatiently saying that they are ready and want to take the test "now".
I am finding out that my older students do better with testing then my younger students do. It is interesting to watch. Seems like the older students take their education more seriously.
In addition to all of the comments made in regards to your statement, I find that providing some sound advice and examples of good test taking skills, i.e., how to study for an exam, how to relax prior to and during the exam, etc., seems to work well with all of my students from any age group. Testing can be quite apprehensive for all students and the mechanics of testing and the approaches to testing are vital in helping a student achieve.
Jorge
not to derail your topic but my issues are very similar. i find my older students want to use the fact that they are out of school for so long that they can not test well. i ask them how i can help them understand the material more effectively. when the answer comes back usually they either dont have one or they mumble i dont know. i then proceed by offer two to three solutions of different studying methods that help me, but it usually lost on them. i do not know if they are looking for sympathy or help. i understand that this is now fear, but in short how can i help them confront and conquer this fear if they do not like my studing stratigies?
Jorge,
Adult learners tend to be very literal learners and take text as gospel. I have faced similar issues while working with part-time students who tend to be career changers. Because most adults have not been exposed to testing on an academic level for some time test apprehension takes over. I make sure I clearly outline the goals of the exam during lectures and labs to outline the importance of certain material and its possible relevance on a test. I will also take these factors into account when grading.
Hi Jorge,
I have encountered the very same dynamic when it comes to my older students. What I have found to help them get comfortable in the class and with the testing for the course is to use problem solving or case studies. I incorporate technical terms and specifics steps they need to follow (the knowledge base of the course) into the case studies. This lets them use their newly acquired knowledge along with their life experiences to answer the questions. I use a grading rubric so the know exactly where the points are going to be earned so the test becomes much less subjective and more objective.
Gary
