Debra, thanks for sharing and I totally agree. The more you can provide your students with practice and removing the fear that one bad test does not prevent the achieving of a great course score can go a long way. The think-pair-share method has been successful for many classrooms throughout the country. Glad to see it is working for you as well.
James Jackson
Having quizzes determine the readiness for students in regards to their preparedness for the tests. However, test-takers with anxiety suffer worse with the fear factor of taking the test or quiz. Enabling the students to succeed such as practice tests and review sessions will allow the students to be calm and ready for all tests.
I begin with day one in talking about test and the anxiety that often goes with them. I also work with students on test taking skills and make it a point to stress that tests alothough they are the way that nursing evaluates knowledge are not to be feared. I offer suggestions for studying and often suggest that study groups are a great way to go. I beleieve that sometimes just hearing yourself out loud can help. I also do a lot the think-pair-share in class when getting ready for a test. I believe that clear consise measurable outcomes for each class help the student stay focused.
Diane, assessments should be used to positively reinforce what a student has learned and provide the instructor with data that assists in determining possible changes to curriculum and different approaches towards achieving learning outcomes. Outside of those purposes I am not familiar with any other effective uses. Any level of using anything in a classroom as a threat tactic simply is not ethical.
James Jackson
Mary, what an awesome idea and one I have never heard before so thanks for sharing.
James Jackson
Many students have test anxiety. It is important to help students overcome this so that they can perform at the best. The threat of a quiz may only add to this anxiety. Also, a threat of a quiz, can have a negative impact on the students learning experience as well as their satisfaction with the course and/or instructor.
I went to a seminar on stress a while back and I learned several stress releiving techniques that I have applied to my students, before taking a big test, one of these techniques is using chocolate, place a piece of chocolate in front of them and have them close their eyes and in detail describe what they can expect to experience as they slowely eat the piece of chocolate, at the end this breakes tension and some students are not as fearful to take the test and focus on what they know and not their own test taking fear. My students love it!!
I storngly agree with you John, It is unethical to use tests as a discipline control, all the contrary, we should boost their confindence by assuring and making sure that this material was covered and understood!! as it is some students blank out and freeze during test taking, I always tell them that "this is their time to shine and show off what they know" this tends to breake the tension!!
John, what techniques are you using to build confidence in your students with respect to test taking? If they have had bad experiences in the past, what steps do you feel you can take to overcome these past failures? Thanks for anything you can share.
James Jackson
Miriam, some text anxiety can come from personality traits so be careful in assuming that well prepared students do not fear tests. What techniques do you use to help students become better test takers? Thanks for anything you can share.
James Jackson
Many student's fear stems from past test results and the anxiety that went along with it. Some has the tendancy to actually freeze during test because of teir past failures. It is unethical to use tests as a discipline control because it should really be a guide to the students.
A lot of test-taking anxiety stems from fearing the unknown. I try to offer my students a short review, one week before administering a test. My students receive a summation of the material they can expect to be tested on and they get an opportunity to ask questions that they may have forgotten to ask in the past or are now just realizing they need to ask.
Concerning the topic of "using the threat of a quiz as a disciplinary control technique," I have never felt the need to administer such a quiz. I would rather the student(s) write a half page essay, based on their efforts of researching the topic/issue they are having difficulty with.
Kathleen, games are a great learning tool. Can you share some of the specific games you have used and which ones have provided more success than others?
James Jackson
John, thanks for sharing your techniques. I am interested in how you ensure the appropriate learning objectives are being measured when students can decide which questions they can answer. Thanks for any information you can share and this topic is very interesting to me and other readers.
James Jackson
Pandora, confidence can be a factor but do not eliminate others such as just not knowing how to study, not knowing best ways to approach a test or a possible learning disorder.
James Jackson
Mary, great job working with students early to provide good test taking skills. After providing such training you can more easily determine if they may have a learning disorder or are just not interested in the topic.
James Jackson
I play games as part of my review for a test or quiz, I feel that it calms them down and see the topic as fun raher than fearful. When I pass out the papers the next day I refer to the test or quiz as a worksheet, that also seems to quite the nerves a little.
As a high school math instructor I have found that there is a certain "fear factor" associated with tests and quizzes, mainly because this is the time for the student to demonstrate their abilities completely on their own. I have done a couple of different things to help alleviate the anxieties students may have. For the younger students (Algebra/Geometry students) I offer the opportunity to correct their test to raise their score if they do poorly. Sometimes I may also offer them a chance at a "retest". For the older students (Trig/Precalculus/Calculus) I will give them choices of which problems they can do on the test. For example, "do 10 of the following 15 problems." This heightens their sense of control and can help them to feel more at ease going in. I also use a "practice test" for review before the actual test so that the students will have a better idea of what's expected.
Most of the students that I encounter have a fear factor with taking exams. I also have this problem. How do I encourage the students to overcome the fear? I learned you must have confidence in your self. I have been instructing the students to use the NCLEX to learn how to take exams and the most important thing is to study and listen to the instructor. All the instructors at my institution give quizzes. They are not used as a discipline control. I really cannot say the quizzes are helpful. The bottom line is to overcome this fear the student has to study the material so they are confident when they take the exam.
It is important to identify test-taking fear and test-taking anxiety early in a course of study. I always encourage students to review test-taking strategies and skills in the beginning of a course. Since good study skills are building blocks for test-taking skills, I take time to review study skills, note taking and the use of outlines to enhance test results and raise student confidence. I do not believe that threats of any kind are good teaching strategies. Threats are a negative, whereas promises of review quizzes are a positive and can motivate the student to achieve his or her goal.
