Earl, great comparison. We are not trying to rehabilitate our students we are working to assist them in the acquisition of knowledge. Some students simply need to be told that our roles as instructors is not to give them knowledge, rather knowledge needs to be acquired. Testing can be an effective part of that process but is not the only tool available.
James Jackson
Many student naturally experience anxiety with the thought of hearing the words quiz, test, or exam. This is not the appropriate way to instill motivation in students to learn and look forward to testing the mastery of their knowledge and skills. Fear as demotes a negative connotation and serves only as a negative reinforcer. I have worked several years in a prison environment and personally experienced the ineffectiveness of using fear to control behavior.
David, do you have any techniques outside of assessments that allow you to measure the learning outcomes of your students? Thanks for anything you can share.
James Jackson
Brian, how do you monitor the team work to ensure all students are contributing versus a select few that have all the answers?
James Jackson
"Put everything under your desk and take out your pen or pencil" is a phrase that definitely instills fear in many students. The ultimate goal is for students to gain knowledge. If the excessive use of quizzes/tests stands in the way of this goal, careful consideration must be given regarding the use of this technique.
As with some other instructors, I divide my class into teams and play games to do test reviews. (i.e. Jeopardy) This way they can work in teams to come up with answers and really pay attention to the content.
Quizzes usually come as suprises, so anxiety is increased. When using as discipline, the lesson has become irrelevant,because communication is non-exixtent with anxiety.
Michael, well stated. There are even arguments that first attempt responses to tests should have a lower overall weight on the class grade than second attempts as the second attempt is more likely to demonstrate actual learning. In the United States, we tend to put way too much weight on testing and not enough focus on measurement of actual learning.
James Jackson
Tests are not a measure of intelligence but a benchmark of learning. I tell that to students constantly.Tests provide feedback on how well information is understood and where extra time and effort is potentially required to fill holes in knowledge base. Tests should also not account for the who;e class grade as this will add to stress and fear factor.
Pamula, the technique you describe about allowing students to earn some of their points back for test corrections. I have found this to be a best practice in that it aligns well with research on student learning outcomes and student connectedness to the curriculum and a particular course. By learning from their mistakes you can break down a lot of barriers and the end result is a better prepared student for the next level of learning. Our industry needs to do more research on this technique but I have seen first hand how beneficial such feedback can be to student learning outcomes.
James Jackson
nicole, what activities do you offer your students to improve their test taking skills? Thanks for anything you can share.
James Jackson
Rose, can you share some of your techniques for preparing your students for a quiz or exam? Thanks for anything you can share.
James Jackson
Stephen, can you share some of your techniques for assisting students how to properly prepare for a quiz or exam? Greatly appreciate anything you can share.
James Jackson
Jeff, can you share any research you have reviewed on your statement concerning lack of preparation as the primary cause of a mental block versus other forms of test anxiety? I am sure such research would be of great value to other readers. Greatly appreciate any information you can share.
James Jackson
Laura, looks like you are getting your students directly involved and giving them a since of ownership with the curriculum. Vincent Tinto would be very proud. : - )
James Jackson
I have many students that definitely show me they know the material, but then test poorly. I think it's a combination of anxiety, fear, and rushing through the exam. I try to place a lot of emphasis on class participation as a part of their grade to take the pressure off test taking.
The Fear-Factor has played a major part in almost every class I have taught. The majority of students that take the courses I teach have had little success with the subject matter and often have a less than positive attitude towards it. I understand that usually when a student makes comments such as “this is stupidâ€, or “I’m never going to use thisâ€, it is a mask for their insecurity, as no one likes to fail at anything.
I often incorporate humor into my classes, as this can relax them somewhat. It doesn’t necessarily make students more comfortable with the subject matter, but it does allow them to feel more comfortable with me as an instructor, and they in turn are more willing to talk to me about their struggles in and out of the classroom.
This leads to empathy for the students, which I think is much more powerful than humor. In some classes, I have found that humor didn’t lighten things up, as they may sometimes perceive me as making light of a situation that they find no humor in. In those cases, I tend to avoid using too much humor, and try to show them that I agree that the material isn’t easy to master, but if I break it down into tiny steps they can follow, that it can become manageable. I find repetition to be of comfort to many students that have major insecurities. What I mean by repetition is to have two or three examples of the same type of scenario, and they repeat the series of steps it takes to work through the process. Students even look visibly more relaxed by the third repetition, as they start to feel that they can handle the situation.
One of the most obvious fear magnets for students is the test or quiz. They don’t get to see it ahead of time, often don’t get to use their resources that they used in the homework, and their time is much more limited. The combination of these three qualities is very scary to them. I try to relieve their fears by first offering a review (otherwise known as a practice test). I give it to them a week ahead of time. I let them know that the real test will very closely resemble the review, and we go over it in class together before taking the test. This allows the students to know what structure the test will take. Students also like the fact that they can just study the review, because that seems less daunting to them then to study the book, their notes, and their homework. They use those other resources to work on the review, and then the review is one document where they can find it all.
As for using tests as a type of discipline, this undermines the trust we are trying to build with our students, and it undermines the use of testing itself. I work hard at being predictable to my students in how I run my class, how I am going to grade each assignment, and even how the tests will look in my class. To throw in the threat of an unexpected test is to set up many students for failure, and it gives the students the impression that “I am out to get themâ€, not that I am on their side when it comes to their success in my class.
The test is a tool for students to evaluate if they are learning the skills they need to learn in my class. It is also a tool for the instructor to see how well the lessons are going, and to see if particular students need extra help or guidance.
One more thing I do is sometimes I allow students to do test corrections after they have taken a test. They can get half of their points back for each problem that is corrected properly. I only give half credit back, as I find that students get too relaxed about the test if they know they will have another shot at it, but giving half credit back is a great extrinsic motivator for them to go back and try again to learn what they didn’t get the first time around. I always remind students that I do this because I care that they are learning the material, as they may need it in their next classes, or on the job later on. By conveying that I think it is that important that they learn the material, I am hoping that they will in turn value the material as well.
Since the goal is to have students succeed with tests/quizzes, using them as a punishing control tool only undermines the educational process.
I completely agree that quizzes or tests should not be a threatening situation nor should they be used as punishment. Quizzes are an assessment that the students have absorbed the material necessary to recall the desired competencies. Using them as a form of discipline can only lead to fear and animosity towards you as an instructor and even towards the material. Most students have a fear of exams anyway. Partially because of the uncertainty of what they will be quizzed on, pertially because there is an inherent fear of exams, and partially because they have not properly prepared for the exam. In any case it is our responsibility as instructors to encourage their learning, not threaten them with it.
I do not believe that tests should be used as a disciplinary method. It is my desire for all students to do well. As an instructor, I do not administer "pop quizzes." I generally find that students are not prepared and thus do not do well when such "surprise" quizzes are given. Grading a set of papers that is sub par is frustrating to me and I for one do not want to inflict that frustration upon myself. I address the the "fear factor" of testing, not related to a means of discipline but, related to what the students call "drawing a mental blank" during a test as part of my initial discussion on the first class meet. Generally a mental blank, according to the research, is not due to something that happens during the test, but due to the lack of preparation before the test. Students who are inadequately prepared are more proned to "draw a blank" or experience test anxiety than those who are prepared. Therefore I teach the students how to study for a math test, encouraging them to start several days prior to the test, and to always aim at achieving a 100%. I tell them even if they fall short of the 100%, if they prepare in the manner that I prescribe, then they will still do extremely well.
