The type of tests I am required to give by the nature of the program I teach involves speed tests that demand mastery of a language and finger dexterity on a keyboard. Most students experience testing anxiety when taking speed tests, some are about to write "through" the anxiety. Others perform poorly, however, because not only are they nervous mentally, but also, their fingers hit the keyboard less accurately and quickly, negatively affecting the outcome of their speed test.
I emphasize that a "test" is just a chance to do their "best," and that if they think of doing their best as a way to measure their progress instead of as a judgment on their abilities, the testing can be just that...once their skill matches or slightly exceeds the requirements of the test, they will inevitably pass.
I encourage all my students to practice and utilize the power of creative visualization and meditation exercises, even suggesting hypnotherapy and biofeedback techniques, at times, since much research points to the value of these modalities in decreasing anxiety.
I use quizzes as a cushion in my pharm class and I tell them that even if they dont do well with the exams because of how many questions they are or whatever the case may be, I tell them to build their confidence in success in the course because of the complexity of the math,etc... so they arent so afraid to test, we also give a ton of quizzes to keep the conecpts fresh and so they have a mini preview of the exam format as well, but I do believe in using them at the beginning of class as the forum suggested to motivate the students as well to be on time and be prepared and to look over the material each night instead of when the exam is scheduled.
I provide my students with a course outline at the beginning of the course. This includes Quiz dates, etc. I let them know they are not permitted to make up missed quizzes. This motivates them to be in class the night a quiz is given. Since they know well in advance there are very few acceptable excuses for absence. I also provide a "study guide" for all examinations. I believe this decreases anxiety about tests.
I agree! Bravo! We instructors have the opportunity to change the way an adult experiences the "testing" part of learning, by removing their old beliefs and fears.
I agree that an upcoming check of my knowledge will often motivate me to do some studying that I have been pushed down on the "to do list;" but, I study better when the encouragement is to understand the material rather than regurgitate the material.
Adult learners are interested in what will make them more successful in their chosen, or anticipated, career. And, most adult learners know that seldom will they be assessed in the work environment by their grades. So, how the testing helps them become better with their skills is what will best motivate them. And, that same motivation may be used to help them better discipline themselves.
Creating fear and anxiety when wanting to assess a student's progress does not provide the student with appropriate desire to use the opportunity as a positive learniing opportunity. I choose to use the term "knowledge checks" when referring to any review quizzes or tests in general. I believe it is important to encourage students to view questions as an opportunity to find out what they have retained/understood, and what they may need to revisit/ask for additional input. I also tell them I have never liked taking tests, and we share some of the experiences we have had that have made us miss the answer or get the answer. Knowledge checks need to empower, rather than control.
Testing is an important part of evaluating your student’s success in a course. I feel that it is important for instructors to realize the variety of methods in which they can test their students. As mentioned in the training, practice tests are encouraged.
A test equals automatic stress for all students. I believe a certain level of fear during examinations is normal and can be indicative of how students deal with other issues of stress in other aspects of their lives. This can lead an observant instructor to realize when an issue outside of the classroom is affecting the inside of the classroom. Hopefully with a quick intervention you can counsel with the student to open these issues up for them and give them insight and help on how to deal with the problems confronting them. I also believe that to aide all students the first test should be a practice test for student and instructor. Afterward the discussion upon review of the evaluation should be about your view on tests, why you ask certain questions in the sequence you do, and how the students can use the test actually as an aide. I also allow the student and opportunity to tell me what they appreciate about certain questions and did not appreciate about others. This first test is basically a test for the instructor and student.
I think that when you use a quiz or test as a threat it only destroys that open communication and partnership you are trying to establish between you and the student. Punishment is never the answer...challenge is. Redirect the quizzes/tests to being a challenge for the students instead of the ultimate end and doom!!!
Mnay of my adult students suffer from test anxiety. Other have difficulty with global application of material. When asked, they are very capable of repeating information to me but when asked to apply the information to a specific career-oriented problem they freeze.
I have started to incorporate group case-study type projects for assignments as well a small quizzes to help with both the anxiety and global application of data.
Susan, great point concerning student perception and their focus on the past. By breaking that link and focusing on the here and now, you are able to assist students to identify their potential and for their future performance to be positive.
Regards,
James Jackson
Wayne, great job preparing your students for tests. What are you doing to also prepare them for use of their learning outcomes in the "real-world"? Thanks for anything you can share.
Regards,
James Jackson
Carl, consistent use of quizzes is a great way to break students away from their fear of tests. Thanks for sharing.
James Jackson
Dealing with adult students I've noticed that their fear is associated with how they performed during their previous school years. As their instructor I try to overcome some of their fears by accentuating the positive. I try to involve them in class review and summary of concepts prior to testing.
"Test anxiety" is something as an instructor I hear all the time. As my school's math instructor I provide my students with a take-home practice test after covering a chapter. We then have a review class in which questions are answered concering the take-home test. After the review they then take an in-class practice test to instill confidence and/or identify problem areas so they can be corrected. The review and in-class practice test is followed by the actual test the next class. This technique is very effective.
As fare a quiz as a discipline control technique, I believe this to be inappropriate. Student percieve this technique a punishment and it is counterproductive.
I learned early on that you cannot use a quiz for fear or threats or discipline. I have to get across to my students that quizzes are practice exams for the mid-term and final exams. I give them every class, my students expect them every week...they learn and are always ready for the "big" exams.
Regarding the fear factors associated with tests.
I am very careful not to use quizzes or tests as a leverage to insure study compliance.
I find that by a thorough review of the course materials for a test or quiz,or a pre-test it instills confidence in the student and reduces test taking fears.
Ernest, all good suggestions. Are there any specific techniques that have yielded better results than others? Anything you can share would be greatly beneficial to the group.
Regards,
James Jackson
The "fear factor" associated with examinations is rooted in a natural anxiety associated with personal performance. A moderate amount of test anxiety is good. For some, however, the anxiety can become paralyzing.
There are things we can do as instructors to help students manage this anxiety:
- Sound test construction
- Multiple choice format
- Shorter, more frequent quizzes
- Ability to drop a low grade
- Practice tests
- Written tests balanced with other methos of student evaluation
- Involve students in determining test questions
Lisa, can you share some of the ways you have used assessments to better prepare your students for a learning experience?
Regards,
James Jackson
Quizzes/tests should be used as a way to evaluate your students, not used as punishment or to be viewed in a bad light.
