Denise, do you use any type of grading rubric or do you measure the question response against something such as bloom's taxonomy to ensure you are asking students questions that are at the appropriate level of mastery as the curriculum requires? Thanks for anything you can share.
James Jackson
Timothy, have you ever allowed a student to demonstrate their knowledge through a question and answer session with the instructor? For some students they may be able to discuss the subject better than they can convey on a quiz or in an essay. What other techniques have other instructors used? This would be a great conversation point for any other readers.
James Jackson
I teach Nutrition in an accelerated career college. The students all have heard what a hard class it is, prior to their first class. I try to reduce test anxiety prior to the test with a review the afternoon prior to the test. I give the students a 10 question quiz, in class, that we go over, prior to the test, so they are familiar with the style of questions. Also, giving an open book test, unscheduled, (usually in the first 3 weeks) helps to relieve their anxiety. It also allows me to see who is reading the text, which is an excellent one. I would never threaten my students with a quiz, as a disciplinary action. They are given a very detailed syllabus to help prepare them for each day/topic/test. I want my students to be prepared not fearful. I also bring nutritious snacks each class with nutrition info so they can apply theory to real life. I find a relaxed and engaged student learns more than a fearful one.
I use pop quiz as a way to reward students for coming to class, and it ends up hurting ones who have attendance issues.
It is inappropriate to utilize quizzes as a disciplinary tactic. I try to instill in my students that quizzes are a way to measure how they are understanding the material in preparation for major tests in order to avoid a pitfall when a major test comes along. It also gives me a good idea as to how well the students are grasping the material so that I may make any necessary revisions/reviews etc.
I believe the fear is greatly reduced when instructors provide sufficient time for a thorough, comprehensive and organized review prior to an exam. Students are motivated to study, even a great deal of information, if they have an organized outline or study guide. If a student is not clear on what topics are important ones and what points are significant they don't know what to concentrate on. This increases fear, wastes time and students often end up failing the exam.
If I have a student with test anxiety and the student is giving 100% in the classroom, sometimes depending on the situation I will give the student an opportunity to take an essay exam...but if I do this for one student I have to give the option for all students, but most students do not opt for essays.
I never use a quiz as discipline control, for me using participation points as part of a student's grade encourages structure and control in the classroom.
Quizzes are definitly stressful with some students. Sometimes I will let the students drop the lowest quiz score which creates some individual security. Also I will give students some examples of a possible quiz questions to help build a greater comfort zone in their quiz preparation.
Hi James, I think you did misunderstand the post. I have found in the past that when students, especially the same student, is always the last one to finish an assessment, they sometimes tend to feel pressure to finish more quickly and they sometimes feel they may not know the material as well as they should and that's why it's taking them longer to complete. The point to me saying someone has to be first and someone has to be last is just simply to make them aware that it doesn't matter how long it takes you as long as you know the material. I hope this helps to clarify my post.
Tara, another way of looking at this question is what other techniques can you use to measure their mastery of a subject matter than a traditional assessment? There are many types of assessment tools that do not involve testing such as projects, case studies, discussion, among others. Perhaps the issue is more looking at different ways to measure mastery versus focusing so much of your efforts on figuring out how to make all of your students good test takers. Just a thought.
James Jackson
Dennis, you can also think of assessment as a measure of how well you have done on transferring the knowledge to your students. Assessments can measure many aspects of teaching and learning.
James Jackson
Crystal, not sure I understand why someone has to be first and someone has to be last. An assessment is a measure of the mastery of any given materials based on the type of mastery required by the curriculum. If an instructor is very good at what they do and is able to engage all of their students then the possibility for ALL students to show appropriate mastery should be attainable. Perhaps I just misunderstood the context of the post but I would shy away from focusing on a sport type mentality of winning and losing and focus more on mastery of course materials.
James Jackson
Many of my students come to me saying they feel they understand the concept of a topic but have test anxiety resulting in poor test grades. This happens even though I am very supportive and try not to make my exams seem threatening at all. What are some tips I can give a student with test anxiety?
I have never used quizzes/test as a threat or discipline technique. I have used quizzes to gauge where the class and individuals are in the learning process and review and have students repeat lab tasks to build confidence and understanding prior to the final test.
Even the most prepared students seem to get anxious before a quiz/test. This discipline/control technique is probably going to lower a lot of student's self esteems. They are also going to feel resentment toward their instructor, because they feel as if they are being punished.
On the first day of every class I also review test taking. One point being, somebody has to be first and somebody has to be last. The reason is, students have shared they sometimes feel intimidated or like they must not know the material if they are not finished "early". As the semester progresses, or when I have students I have previously had in other classes, they also cross off and/or write why on their tests. When this happens, I always give positive reinforcement to this method.
Angel, what are some ways you can make use of this knowledge and work towards assisting your students break through there fear of tests? What conversations do you have with your students to better understand why they fear testing and then make use of that information to breakdown any barriers you identify? Would love to hear back from you after taking some time to discuss this with your students.
James Jackson
I also never considered a quiz or test as a discipline tool. I tend to give 4 quizzes throughout the semester to prepare students for exams. The combinations of homework, quizzes, group work, and exams have always served to the students best interest. This allows the extrinsic students to receive an award ( a good grade) for their good work.
some students over think and study just by letting them know there is going to be a quiz coming up. a lot of students think negative before a test and that there gives them bad grades
Discipline control techniques should not be the way you use quizzes/tests; they should just be used often throughout a course as gauging assessment tools to help not punish. This type of assessment will help both student and instructor with ensuring the information and the course is a good experience for all.
The thought alone of a quiz or test whether it one that is schedule or possibly used as a threat can and will freak out both good and bad students. The fear for some is that they know they will over think the question and feel that the quiz is setup to trick them. The anxiety for some student today is that they are been judged; when the truth is that the test or quiz is there to help validate that they are retaining the information. I know many good students that have done bad on tests and quizzes because they have frozen up and begin answering wrong because they are just ready to get that uneasy feel over with and then they fill sick about it later when their done cause the finally remember everything. Bad students will always feel that it’s inappropriate and thinking your been mean and punishing them, because your catching them off guard and they think your trying to make them fail.
Taking test period are always hard to a degree, but whether it is previously announced or spare of the moment if you’re doing what you are supposed to be doing and taking time for yourself to do the work and study like you should; you will get one what you put into it.
