Susan, there are many alternatives to traditional tests but some form of assessment is typically needed. As assessment can be the successful completion of a project or review of a case study where the student identifies the correct and incorrect pieces of information. This is not to suggest that tests need to be eliminated but just wanted to bring forward that many instructors across the country and throughout the world have had great success in achieving learning outcomes with out the use of tests as we tend to think of them.
James Jackson
I also allow students to create questions that I use on future quizzes. This decreases anxiety, increases participation, and promotes autonomy. I find this tool very useful
Mariann U
I tell them to write questions that they think will be on the exam and let them use their books. They don't know it, but I use it for the exam that is coming up.
Sometimes I use it for an immediate quiz because the information should be fresh in their head. When they know that they have to answer questions from their peers, they are actually harder on themselves and each other than when I ask them those questions. Since atleast one person already knows the answers, they can give hints along the way to help fellow students.
For questions that are essays, we discuss possible answers and why they would or wouldn't be acceptable. I find that is a great learning experience for them to play the role of the teacher.
Karen, in a similar fashion I have had students give presentations on chapters that they get to select. The give the rest of the class a 5 question quiz over the material. Then, I will use their questions that the students have developed from their chapters on the test. This gives them a feeling of security and autonomy as well.
Using a test or quiz as a threat only creates a negative learning environment. The students will only "learn" that tests & quizzes are "punishments" and not the valuable learning tools that we need as instructors to further evaluated the student's learning abilities.
Since many students have test anxiety using a test as a method of disicpline control will only create more conflict, causing the student to have more interal pressure put on them. In many career fields one needs to complete a certification or licensure exam in order to be legally able to work. By causing the students to have a fear of tests will only make them more apprehensive with tests. Also, they won't be able to get out of taking these certification tests. From another perspective, you can't get out of giving tests, they usually are a requirement so I don't understand how that could even be an option for discipline control.
John, great job with coaching your students. This is part of effective teaching. Some students have no idea that there are multiple strategies involved that can assist them when taking a test so the best instructors include test taking strategies in their lesson plans. Thanks for sharing.
James Jackson
I always try to put my students at ease before a test. I am the only instructor in my course that reviews the test the day before. I also remind the students that the test is not a race and you don't get extra credit for being done first.
David, what other techniques do you use to prepare students early to be ready for the math test? By the time they take a live test, they should have several practice attempts to emulate the live experience. Please share any of the techniques you utilize to prepare your students.
James Jackson
Students can be deathly afraid and anxious prior to a math test. I always take a ten-minute break prior to a math test, and strongly suggest that the students do whatever it takes to relax and alleviate their anxiety during that ten minutes.
A lot of students have test anxiety, I myself am included in that category, so to use a test as a form of discipline is in my opinion not a good idea. I believe it can cause a student not want to come to class because of the fear of a "pop" quiz. A "pop" quiz can be useful if done appropriately, in a fun way like turn it into a game do that the students don't feel so anxious.
Rachel, offering reviews and preparing students for their assessments is a great way to assist in reducing the fear typically associated. There will be some students that simply have a level of fear that is more deeply rooted and my not be as much related to the process of taking an assessment as it is more about their personality. The more you know your students the more you will be able to assist them work through their fears and any phobias.
James Jackson
Marshall, you may be missing the point of our discussion. There are many instructors that achieve very complex learning objectives and never use a traditional assessment. I do not mean to over simplify the topic here but you need to keep an open mind and consider that other methods do exist to deliver learning objectives and to get students actively involved. Brute force assessment is a tool for less skilled educators. Connecting with your students and learning from them to better meet their needs is as much an art form as it is a science. Become a student of your own students and learn from them as much as you teach them and you will go far as an educator.
James Jackson
I feel that every student enters a test with the fear factor even if the instructor uses the threat of a quiz as a discipline control technique.
When I give out a test I always make sure my students have rereviews so they have prior knowledge of what is expected of them, during every demo explaining that certain subject matters could appear on the test, this helps to put them at ease and shows that I want them to succeed.
As a student, I participated in a class where the final test was 50% of my grade. Imagine the fear of completing an entire course and the outcome riding on one test! As an instructor, I make sure that one test, although important, will not determine if the student successfully completes any course. Just as everyone learns differently, each of us should have the opportunity to express our accquired knowledge in different ways. That can remove the fear factor from testing.
I use similar game in my class, "jeopardy game" I use this game for chapter review. I split my class in two teams, Team A and Team B ( I have small class) everyone participates, eager, and they have so much fun while learning.
I ask the question then if team A, answer correctly they get 100 points per question but if their answer was wrong then I will deduct 100 points from their score, and if they do not know the answer the other team will get to steal the question. We keep track of their score on the white board so everybody gets excited with a little competetion. They all do very well on their test the next day.
Testing is important, I think. Students have to learn how to work under pressure and have a lot riding on one event or task. This is a learned skill, and practice with encouragement is the key.
I try to talk with my students one on one if I see they have anxiety regarding test taking, and I try to coach them to understanding they have the skills and not to panic. I'm still a young professor, so i"m unsure how well this technique is going. But I want to be as positive as I can with my students.
I do agree that testing should be used to discipline students for not doing the homework. But I can't see it being used in any other situations. when I see that students have stopped doing the readings, or doing the writing work--things that are not graded, then the class discussion becomes a lecture. At these times, I take note of the lack of participation and ask if everyone read. Normally the answer is no. Next class we have a pop quiz. The students know from my introduction that I give pop quizzes when they are not doing their work.
For some students this works really well; others, however, are not.
I also give small tests (announced) when I feel that the students could use a boost in their grade.
Wilfredo, fantastic detail and greatly appreciate you sharing with our readers. You seem to have some great information to share and I would highly suggest you consider creating a case-study that could be shared at any number of conferences. Mapping your techniques with the results you experience and how your techniques differ from your peers could provide some great insight into methods of achieving learning outcomes and the importance of thinking outside the box. Thanks again for sharing your methodology.
James Jackson
Jacqueline, well stated and thanks for bringing forward the topic of learning disorders. Many of the students in our classrooms may not even realize they have a learning disorder and my just think they are not smart enough to do the work. This could cause them to self-terminate their educational goals when in fact they may be very capable if they were able to be aligned with the correct educational institution and properly trained instructors. This is a critical area of higher education today and one I feel needs much more research and training.
James Jackson
I agree. Most of my adult students come into a chapter fearing the material. Once they have read the chapter, answered the objectives, worked with their buddies, & done the homework most test at 80-100%. Fear is only the unknown,oncematerial is discussed and worked throught they accept testing as will I get 90% or above. Very rarely has a student tested below 80% --IF-- they have done the prep and had a chance toask questions.
