Bob Doyle, Columnist
At this time in most U.S. colleges, students have had their first tests in most of their courses. In many European universities, there is only one test — a final at the end of the term, on which most of the grade rests.
In America, college courses tend to have several mid-terms’, tests covering part of the course so both the student and the instructor can gauge learning part way through the course.
For instructors, the hidden reason behind these tests is to put pressure on students to spread their study efforts all through the semester; otherwise the students would wait till the last weeks of courses when the pressure becomes enormous, making learning an ordeal.
Albert Einstein was so burnt out as an undergraduate that he was glad to leave college after graduating. In addition, his record at the Swiss Polytechnic Institute was not impressive; he could not find an academic job, despite being married and a father. His lowly job as a patent clerk gave him the leisure to think about physics, resulting in his Special Theory of Relativity.
In spite of the spread-out testing in U.S. colleges, many students complain about test anxiety. What is the reason for this problem? Are the tests harder than they have been in the past? (My tests of decades ago are more difficult than the tests I give today.)
Most instructors provide advice, including study guides, advising that their students to work through the end of chapter review questions from their texts, etc. Of course, this prompts some students to ask, “What specifically must I know for this test?” (This is code for: Can I see the test questions?) When some instructors gives their students a list of essay questions (of which a few appear on the test), these instructors are trying to satisfy this need.
The root cause for most test anxiety is that many students realize that they don’t have the time to master the study guide material, etc.; so these students fear they will get a low score on the test. Then the test anxiety leads the student to think that since they don’t have the time to learn the material, why even bother?
After the tests are returned the real thinking begins; the students begin to analyze the test questions and look for any ambiguity, accusing the instructor of being unclear. So it’s a clever student game, avoid the out of class preparation for tests, don’t take responsibility for one’s own learning and then charge that the instructor uses bad questions. To defuse this game, I make a point of encouraging my students to ask questions at the start and during the test, so any ambiguity can be eliminated.
How can one encourage students to take their course learning more seriously so they can pursue learning all through the course (not resorting to ineffective all night “cram sessions”)? Many students come into a test so sleep deprived that they make silly mistakes, adding to their misery.
One solution is that in nearly all of my classes, the students must do worksheets where they must think through questions related to that class’ content. There is some discussion between students in completing their worksheets, but as the questions vary somewhat from student to student, copying is discouraged.
In fact, I work through my own worksheet questions on the board (for all to see) so I provide a model for the students. I collect these worksheets in each of my classes and grade each one and post their scores on the electronic gradebook (each student can see their own scores) . I also return the worksheets with corrections added to each student.
This term, I have added chapter homework in each of my first-year classes (energy and physical science). This is not the usual homework as it is based on chapters not yet discussed in class. So the students must read ahead in the textbook and learn some material on their own.
Some students are self directed learners and do well on this homework, others stumble through and a few don’t do it at all. But just like the worksheets (questions vary between students), the homework counts towards final grade and is returned with corrections added.
Before each test, I have a class review where students may team up (singles, doubles or triples) and do a half-length practice test with full access to books and notes and the ability to ask the instructor questions. My hope is that the practice test will allow students to see what concepts they need to work on before the test.
I also post on my course Web site old tests that they can look at (print out and try to do). What makes these practice and sample tests less appealing to the students is that I tell them that the questions on these tests will not be the actual questions on the class test. (A future column will deal with the structure of class tests.)
Daylight time means less evening stargazing
Now that we have set our clocks forward one hour, the sun is rising about 7:40 a.m. and setting about 7:15 p.m. (both sunrise and sunset times depend on local terrain). This doesn’t help the school children who have to take an early bus, for at 7 a.m. it will be semi-dark.
Of course, there is an extra hour of sunlight in the afternoon for outdoor activities (good since it is now getting warmer). Don’t forget to glimpse brilliant Venus shining in the Western dusk; in two weeks she will be much lower. High power binoculars may allow you to see Venus as a skinny crescent. Venus will disappear in the sun’s glare in the last week of March, to reappear low in the eastern dawn sky of April.
Continuing at the Frostburg State Planetarium is “Earth from Distant Stars” with free public presentations today at 4 p.m. and 7 p.m. in Tawes 302. A bookmark for the Planetarium/Science Center (also open for visitors at 5 p.m. and 8 p.m.) can be obtained by calling (301) 687-7799 and leaving your name and mailing address. There will be no programs next Sunday, but these will resume on March 22.
Bob Doyle invites reader’s comments or questions. Use the above phone number or email rdoyle@frostburg.edu .
