Scott, do you include any test taking tips? For some students just knowing that there are strategies that exist that can make test taking easier can be very beneficial. Some students have been out of formal education for a long time so a review of good test taking strategies could go a long way towards assisting students.
James Jackson
At the beginning of a new class while outlining the course, when I discuss tests I always ask if anyone fears taking a test. After the show of hands I explain to them that two out of my six children had problems with taking tests. I tell them that I will review before the test and as long as they listen and take notes they will do well.
Alicia, tests in general can give some students a nervous feeling and added anxiety. What steps do you take to prepare your students to be effective test takers? For some institutions they offer workshops that students can attend while others rely 100% on the instructor to manage all test taking strategies. Thanks for any tips you can share on how you prepare your students to be good test takers.
James Jackson
I have primarily used quizzes for review, attentiveness, and to encourage students to read chapters form their textbook. I think that many students have anxiety over taking test in general but giving quizzes when ever possible is a great way to help students measure their readiness for their exam and also a great way for the instructor to get feedback on what the students have grasp or may need more help in. Giving quizzes for discipline control usually will just backfire. Students will begin to resent the material more than learning and enjoying the gain of knowledge.
Jon-Paul, very creative and looks to be a good use of class time. Would be interesting to compare the outcomes of your students with those of other classrooms that are not incorporating your methods. My guess is you are getting some higher outcomes than others. Please provide any additional insights you care to share.
James Jackson
Daniel, greatly appreciate the feedback. Hopefully your institution will gain insight from quality instructors such as yourself as it appears to me you have a good understanding of the pulse of your students and their engagement levels with the current curriculum. I will look forward to reading more of your posts once the new curriculum is implemented.
James Jackson
I often give pre-assessments and short knowledge or skill based assessments that have no point value. I explain to the students that the purpose is to give me feedback on where they're at and to determine where I need to go next as an instructor. This also difuses some of the test anxiety going forward by displaying that assessment is a measure of how we are both doing.
Most times if you you the threat of a quiz,the importance of the material is lost.
Mr. Jackson,
I think the issue the students have is usually with topics which are addressed only in one course and are not built on after that. For instance, the Linux shell language is taught in only one class, and then we move on to Windows and Macintosh topics. They are forgetting the Linux content, as it was a leaf on the learning tree, so to speak, and isn't pursued after that.
As for designing my college's curriculum, I don't think we can do that in this forum. In any case, I have been told that a completely new curriculum is being built in our corporate headquarters and we will get to teach that curriculum soon.
Charles, can you share some of the positive reinforcement techniques you have used successfully in your own classrooms? What method(s) did you use to determine your level of success? Thanks for anything you can share with our readers.
James Jackson
I do not believe quizes used as discipline control are effective. I believe in more positive reinforcement techniques. I think students, when given a choice, will make the right decision with positive reinforcements.
I like to use games such a jeopardy style game for non point quizzes and reveiws. It provides a jazzed atmosphere, team work and increased retention.
Barbara, I really liked your post on this topic and practice the same beliefs. I have also given oral exams to some high anxiety sudents. Getting to the cause of the anxiety is hard to do and the system of choices seems to get the best results in dealing with low scores. I review every single test and quiz and at the end of the review I will speak individualy to students with low scores to see if I can give them a better option. Low scores disappoint me as well as the student. Eric
Barbara, great post and thanks for sharing. What techniques do you utilize to get a better understanding of your students and their testing skills? Thanks for anything you can share.
James Jackson
“Test anxiety†affects the security of many students, especially newer students. Some have been out of school for a significant period of time and others did not do well in high school or at other post-secondary schools. Using our assessment tools as “threats†only compounds a student’s fears of inability or inadequacy. Students who have not been in school for a while will need some reassuring in addition to participating in a refresher of note-taking, study tips and test-taking techniques.
A student who may have not done well previously, will need much more frequent encouragement and evaluating. It has been my experience that adult learners who did poorly in high school feel that they may not be able to perform to their instructor’s expectations. It is important for the Instructor to celebrate the successes with this student to help dispel their negative perception of their abilities. Frequent feedback quickly demonstrates that they are capable and helps change their perception into one of “I can do thisâ€.
I would also like to address the aspect of “threatening†students with quizzes as a discipline control technique. This is clearly negative reinforcement and will quickly turn the learning environment into one of hostility. In most cases of discipline issues it usually involves only one or a few students. These students should be addressed and dealt with individually as applies to their situation rather than punishing the entire class. I have found that Instructors who employ this tactic of class punishment are lacking in the skills of effective classroom management and should be provided with additional training and support. These Instructors are quickly identified by course end surveys and classroom observations. Just as students learn with positive reinforcements, so do Instructors.
Yvette, thanks for sharing your own experiences with exams. For some instructors that have never experienced a level of anxiety related to exams they may have a difficult time understanding this side of the student experience. Knowing the material is a key part of good test taking but is not a 100% accurate model of testing outcomes. The best instructors take the time to understand the results of tests and the learning outcomes. If test anxiety is part of the cause of lower than expected scores then actions need to take place to assist those students that know the materials but are not able to demonstrate their knowledge using a traditional assessment tool.
James Jackson
Sally, great post. ALL forms of assessment should be part of the learning process. If quizzes or other forms of assessment are not reviewed and students are not allowed to learn from their mistakes then why was the instrument part of the course curriculum? Thanks for sharing and keep up the great work.
James Jackson
Even as an instructor I have a fear factor in taking exams at times even though I know the material.
I don't believe that quizzes and tests should be a punitive measure, although they are seen that way by students afraid the will recieve a grade that could fail them. Particularly with quizzes, I always go over them in detail afterwards, talking with each student to assist them in figuring out why they missed it. Was it really content? Did they read it wrong? Did they not understand how the test was constructed? Often this helps them with future quizzes and tests as they work on the particular issues they have. This may not totally negate being afraid of tests (face it, I don't want to look dumb taking these tests and I'm almost done with a doctorate degree!) but it helps to go in knowing more about how to look at, and evaluate what, the question is actually asking.
Daniel, what are the goals for the learning outcomes of the course? Do the majority of students meet these goals? If not, what discussions can you have with those that manage the curriculum to explain the issues to them? May be a simple matter of discussion with those that manage the course content. Should the course be broken into two classes to allow more time to properly cover the content. In some cases, courses are designed to meet the needs of a select few or exceptional students and the rest are weeded out so it is difficult to provide assistance when I do not know the desired learning outcomes. Happy to assist you more if you can share some of the answers to the questions. I look forward to assisting you further.
James Jackson
