Testing should match student learning styles
by Melissa Lee, reporter

    It is five minutes before a test, and the professor walks in the door. Your heart starts racing, palms sweating. You are trying to cram every last bit of knowledge in before the professor passes out that first test. Then the test begins.

   You might think that you are prepared, but you find yourself always second guessing your answers. If you can relate to these feelings, you are experiencing what is called test anxiety.

   For years, students have struggled with taking tests. They have gone to great lengths to learn ways to overcome this anxious feeling. Classes and books are offered on how to reduce stress and anxiety. Some students with severe cases take prescription drugs.

   What are the schools and professors doing to make testing a little less stressful?

   I have been in school for 18 years of my life, and the majority of my teachers give the same kind of test: long, hard and simply confusing at times.

   I am not asking for my professors to change their tests. I just want them to understand that some students are a little more anxious than others. How many times have your professors stood up before a test and told you to relax? I would guess the answer is “none.” It would take only a few modifications, and testing would be a little less stressful for everyone.

   Some professors give timed tests. Do they not understand that being timed is what stresses us out the most? Then there is that anxious feeling students get while the test is in progress. Some of us watch every student walk up to turn in his or her test. We wonder why it is taking us so long to finish. The clock always seems to get louder the closer it gets to the end of class. The stress level increases and increases as the time ticks away.

   I had two professors who understood that all students take tests a little differently. One professor offered his students two types of exams: essay or multiple choice. He said students always did better on the essay tests. They weren’t second guessing their answers. Just by having a choice of what kind of test works for your anxiety level relieves some test-taking stress.

   I had another professor who required us to take our test in a testing lab. We would go to a special lab the day the test was scheduled. The lab allowed us to take the test any time that day. My professor wasn’t even there. I just handed my student ID to the person monitoring the testing.

   I was allowed to take as long as needed, which relieved my concern about students who finish before me. The grades I received on my test that semester were the highest of my college career.

   Finally, when the student finishes taking the test, he thinks it is the end of his sudden anxiety attack. But anxiety is at its peak because we all begin to anticipate the grade. We show up for class again and receive our graded test.

   The worst part comes when the professor tells the class the breakdown of grades. You know you made a “C” on your test, and the teacher points out that only three other students made the same grade.

   Then you are told there are 50 people in the class and a “C” was the lowest grade. You are even more anxious for the next test because almost the whole class did better than you.

   If I really wanted to know how well I did compared to the class, I would ask.

   I know professors and schools have tried to make some accommodations. Most schools allow students with disabilities to have specialized conditions for their tests.

   And most professors are willing to help students in any way possible.

   Should students have to say they are disabled or ask for special treatment just because they get nervous for a test?

   I think it would be very beneficial to all students if professors learned less-stressful methods of testing.

   If professors expect students to learn how to take their tests, the least they could do is give tests that accommodate all types of students’ learning and testing capabilities.