We’ve heard students discuss tests, of course: “too long, too hard, too often”-therefore I am always surprised when I hear students at the END of the semester bemoaning the fact that there were NOT ENOUGH tests.
They state that they want to “be able to prove what they know” more frequently or have shorter gaps between the cumulative recall of amassed information.
In an era in which anxiety levels can permeate a students’ experience (and the group members you partner them with) does it make sense to give students tests, frequently to assess their recall, but call it something else?
If we give a take-home test, or an online quiz, or an in-class skills assessment, can we do that without the anxiety-provoking title “TEST” at the top?
If you want to take it to the next level, check out “Colors May Affect Performance” by Belluck, 2009. Adding some color to the “assignment” can also have a big impact.See.https://www.nytimes.com/2009/02/06/health/06iht-color.1.19983382.html
Just a thought…