I couldn't agree more. Many students when asked to answer a question during review do just fine but when they know it is a test that counts they panic. I use the same process of calling tests and quizzes "assessments" or just eliminating the term completely. For most that helps. We review before every exam and that helps students build their confidence. I also have students write their own review questions and ask the class their questions. This helps them feel more comfortable and in control of the process and it ensures everyone participates. I also provide outlines and point out what will be on exams so they know what to focus on when the time comes to study. As a massage therapy instructor I also teach them calming techniques, visualization techniques, brain dumping and other things that can help them with different styles of exams so that they can make the most educated, reasonable selection when answering the questions.
I also find that an open forum when lecturing helps them to feel more comfortable interacting and asking questions so that they are sitting there holding back because they feel intimidated. I approach this by saying sometimes I may not explain something to you that makes sense, but if you ask for clarification I can determine why it isn't making sense and find a better way to present it so it does. Sometimes I will even have other students explain it in their terms and that helps a students to get it.
In the end fear paralyzes and if a student is going to successful and motivated that needs to addressed early on.
Reviewing test materials in the class is best done when summarizing the materials at the end of the day. Each student recalls one important idea that came out of the lecture. This not only refreshes the topic and helps identify material that should be in thier notes. I'll comment that " not there is an important idea that might help you later on". This helps them identify important items.
I think it is valuable to build confidence in the students ability to take test. In my case all formal test are multiple choice and I take the time to give them simple steps that can help the do better on multiple choice test. I also encourage them to google "taking multiple choise test" There are some great suggestion.
I tell them that by the end of the course I am certain that they will not only learn the course content, but they can also become more proficient in taking multiple choice test for any multiple choice test.
For some students this is an exciting prospect that takes a lot of stress out of the situation and helps them perform better.
For me personaly, one of the most effective ways in helping my students to overcome the "Fear Factor" with tests is by talking with them for a few minutes before I hand them the test, by engaging them in small conversation, even if it is just to talk about the weather, or something said in the news that morning..... it seems to work as a charm. In addition I remind them that it is just a "test"
Emely Cruz
I will make it clear to the students that one quiz grade will be dropped. This usually eliminates some anxiety. I also stress that quizzes and tests are just a part of their final grade and that if they aren't happy with their test scores, then they can rely on other work to bring their grades up.
Sherry, thanks for sharing all the efforts you go through to prepare your students. Looks like other instructors could benefit from following the example you have set here. Can you also share some information about the results you have experienced such as percentage of students that pass your class and percentage of students that go on to do well in any additional courses where yours is a prerequisite? Thanks for anything you can share.
James Jackson
Kenneth, while I agree with your statement it is also our responsibility as instructors to take students out of their comfort zones and challenge them to grow and move forward in their skills. Building a safe environment and making students feel they can ask any question is critical to their ability to reach beyond their areas of comfort and realize they are capable of more than they may actually realize.
James Jackson
I teach Math at my school and for most students at my school that is the subject that they dislike and fear the most. They come to me with the Fear Factor for Math before they even start the class and they are super afraid that they are going to have to be tested on this suject. So what I have to do is at the start of the course is to let the students know that I am aware that Math may not be their best subject. I tell them that they should not worry, because I am there there to help them review and remember all those math skills that they have forgotten. I also let them know that I have never had a student to fail that put forth the effort the complete the class. To help students to eliminate some of their Fear Factor with Test, I let the students complete chapter reviews online that helps master the material. They also let them use an index card of notes and that does seem to give them a sense of security for the test.
Many students experience test anxiety and tend to panic when pop quizzes are used. I personally prefer not to pop quizzes unless they are on the information we covered immediately prior, and then just to hit the main points. I do know that many instructors use the pop quiz to punish students who don't show for class because quizzes can't be made up. While I get that it might work to then get the student to improve his/her attendance, I think there are better ways than punishing everyone with constant quizzing. For example, being entertaining or interesting rather than just lecturing is a lure to students without the need for threats or discipline. After all, we are dealing with, for the most part, adults who want to learn and don't want to be treated like children with a constant fear of punishment. No one can learn when they are in fear. Respect is vital in the classroom.
Students react best when they are feeling safe in the knowledge that they are self assured.
Renee, assessments have their place in the learning and subject delivery models. The critical factor is to not focus a majority of a grade on just a few instruments. If students know they can make up for missed questions or if a bad test does not impact their grade then you can better manage the fear associated with tests. What would be wrong with a weekly assessment that does not count against a student but is used to prepare for other assessments? Practice makes perfect so by removing the fear of damaging a grade the instructor can have frequent testing but the instruments are used to enhance learning versus making up the course grade. There are many models available that can reduce the anxiety associated with tests.
James Jackson
For most students just saying the word test or exam they start having anxiety. For some students telling them that they will have a pop quiz will motivate them to listen and participate in the class activities. Others, it stresses them out because they are afraid that they will get a bad grade on the quiz so their mind is on wondering what is going to be on the quiz instead of on the subject being taught. I like to verbally quiz the students as I go through the lessons. This way they aren't stressing because of the worry of a test/quiz and I am keeping them engaged by periodically asking them questions about what we are learning.
Todd, can you share any of your techniques used in your classroom with respect to the use of assessments and how they are used to enhance the learning process? Thanks for anything you can share.
James Jackson
Whenever a quiz is used as a fear tactic for discipline, I would imagine that the student would not do well on the quiz, and lose respect for the instructor, and possibly lose faith in the course. This would upset the security and autonomy of the student, and motivation to do well could be lost
Naturally most students fear test. I believe using test or quiz as a way to control your class is very ineffective. Students may have develop a severe test anxiety causing them to avoid your class or the student with appropiate behavior may seem unfairly punished. Thus, having a negative view of the instructor.
Linda, I agree 100%. Testing in an academic setting is still a learning experience and if the students cannot learn anything from the testing process then there is something very wrong with the testing process at any institution. There is always room for that one critical testing experience where the instructor may want to simulate exact conditions of a certification exam so no help would be available but such extreme testing should be limited and not represent the majority of assessments in any academic setting.
James Jackson
Having been a poor test taker myself I can readily relate to the student anxiety that I hear about and see in my students. We discuss test taking beginning the first day of class and I share with them my own experiences and anxieties as a student.
One of the things that I have found helpful for my students is allowing them to ask me questions during a test (one on one). They know they can raise their hand and clarify a question with me. I am well aware that they will not be able to do this when eventually taking their board exams for their professional certification. However, I believe that what I am also teaching them is the critical thinking skills needed to be successful in how to take a test.
I do not give answers to a test question but I will clarify any misunderstanding of a term or wording. If they are completely stumped by a question I encourage them to raise their hand and perhaps I can help them calm their anxiety enough to see what the question is asking.
I am known to give very tough tests, but my students have repeatedly told me over the years that they felt very prepared when they took their boards and were very successful.
Anxiety is the biggest opstical for a poor test taker to overcome. If I can ease that anxiety and build a student's self esteem and confidence I have succeeded.
Steven, well stated. More work for the instructor is correct but the results are worth the effort. As you read various books and articles on student outcomes, those that achieve their learning goals as instructors tend to be those that put in more effort than their peers that are not achieving the same results. This is the good to great of the teaching profession.
James Jackson
I have used a quiz or two during the class, changing up the questions a little to avoid giving the exact same test, and noticed an improvement with students that have complained of "testitis". It is a little more work for the teacher but very rewarding to see better results from students that have performed well throughout the course.
Bobbie, for some students a quiz is like speaking in front of a large group. This can be a difficult concept for those that have never had test anxiety. Being unprepared can be a reason students do not perform well on tests but for some students they know the material well but are not able to demonstrate their knowledge on a test. The focus here is to bring awareness and just remind instructors to take time to speak with anyone in your class that may not be performing well on tests. If their lack of performance can be related to poor study habits, what additional support can you provide. If they have anxiety issues, are there other ways you can determine their knowledge of the subject matter?
James Jackson
