Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Essay on exams stress its causes and how to deal with it
Don’t take our word for it - see why 10 million students trust us with their essay needs.
What would Kellenberg Memorial be like without Comprehensive
Exams? Before summer vacation, students at Kellenberg Memorial take 6 stressful, along exams. Kellenberg should allow all student to take exams, on the material students have learned, in the current trimester. Kellenberg Memorial should abolish Comprehensive Examinations.
Kellenberg Memorial should abolish Comprehensive Exams, because students waste their entire weekend studying for 3 hour exams. Students rarely get 100’s on these exams, and I think that this is a waste of their precious time. Students often talk themselves into summer school, because of the amount of material. NYU studies say that, “49% of students have a “great deal of stress” on a daily basis, half reported 3 or more hours of homework per night, and 26% have been diagnosed with depression.” Kellenberg students are overburdened by the amount of homework before summer vacation. Students may suffer from headaches or sleep deprivation.
…show more content…
Teachers don’t have it easy.
At Kellenberg Memorial, each teacher construct a Comprehensive exam based on their subject. The Comprehensive Exam is about 200+ questions. The Colonel Magazine states,“Teachers don’t need to make up a chunky test packet of fifty multiple choice questions with a 45 minute essay prompt. These days, the summer time occupies half of everyone’s brains.” Teachers also have to report the student who failed their class. This can be heartbreaking for them, because the teacher’s objective is to teach well for students to succeed. The result of this, is that the teacher has to administer the exam, again during the
summer. The final reason why Comprehensive exams should be abolished, is that some of the material isn’t necessary, for the next year. When will Kellenberg Juniors ever need British Literature, Music, or Chemistry again? It’s not like we’re going to read Beowulf, study opera, or learn about polyatomic ions again. This is all a mind game, and is potentially the hardest topics of Junior year so far. All these exams do, is just cause stress. A journalist from The Chicago Tribune reported,“Finals are overly damaging to the student. A series of shorter and more spread-out tests would be a much more effective way to measure a student's capabilities.” In conclusion, it should be the students responsibility to study for tests and quizzes. The Comprehensive Exam has a combination of all the material. That’s why the student body is stressed out for these tests. All students should strive to their potential. If the entire student body rally against the faculty and administration, our cause will be promoted.
In Five Days at Memorial, Fink depicts the deadlock that went on at Memorial Medical Center for five days as several individuals were caught in the hospital without electricity.
From the beginning of high school, students strap on their seatbelts and prepare for one of the most vigorous races of their lives – becoming successful. With the rare occurrence of a break, kids are expected to keep on driving as fast and as powerfully as they can in order to get into a “great” college, which would be followed by graduate school and then an actual job that would make a lot of money. In American society, common values include working hard, determination, and being so productive that free time is not even a question. However, this philosophy is taking a major toll on American college and high school students. For at least 40 years, America’s future has been steadily growing unmotivated, tired, and hopeless due to the overemphasis on performing well in school. This phenomenon is appropriately expounded in William Zinsser’s “College Pressures”, which takes a look at the top four sources of tension that cause these feelings of dejection and agitation. After reading this article, I came up with a few solutions to this national problem. It is time to switch the harsh, over-encouraging green light of education to a comfortable yellow one. In order to make this ideal transition, directors of education across the country need to primarily reduce the amount of out-of-class assignments, lighten the grading system, and incorporate days in the school year that allow students to express their thoughts about school and provide useful feedback.
Since this test has been devised, the number one question everybody is asking is, “ isn’t it unfair to base a student’s entire future on one test, when he or she simply could have had a bad day when taking the test”? The president Kirk T. Schroder of the Virginia Board of Education, answer this question by saying, “First of all, these tests are untimed, so no student is under arbitrary time pressure in taking the test.
...cher, Kim. "Rural Educators Concerned over ACE Testing; Students Required to Pass Four of Seven Tests or No Diploma." Tulsa World (OK) 27 Feb. 2012: Newspaper Source Plus. Web. 13 Jan. 2014.
In “More Testing, More Learning,” Patrick O’Malley presents his argument in the essay of why taking major exams at the end of a student’s course harms them more than it does the student any good. O’Malley states that, “Although the last*minute anxiety about midterm and final exams is only too familiar to most college students, many professors may not realize how such major, infrequent, high-stakes exams work against the best interests of the student psychologically and cognitively.” (483) With taking midterms and final exams O’Malley claims that it puts too much stress and too much importance one the one or two days of these major tests than in the students entire term. His argument is that with less tests given to the student takes away from
Students spend most of the year preparing to take one or two big tests at the end. The amount of pressure put on students to succeed on these tests is astronomical, making it impossible to focus on the actual goal of assessing their knowledge. A student in Florida spoke to her school board about the absurd expectations from these tests, “Every year I do well in school, but I get low test scores on the FCAP and it feels like a punch in the stomach. This is unfair and I don't want to lose my opportunity to take my advanced classes or get a better education because of this one test.” (Locker)
Street Grindz is sponsoring “Eat the Street” activities for the first time ever at the Battleship Missouri Memorial also known as the Mighty Mo. On Pier Foxtrot 5, at Pearl Harbor, food vendors will be available at 3:00 p.m. on the battleships 1,000-foot pier. Opening at 4:00 p.m., free limited tours will be available on the famous USS Missouri. A courtesy shuttle service over the Ford Island Bridge will be provided.
As a college student, is the idea of your final grade being based off of just a midterm and final very stressful? O 'Malley argues in his essay "More Testing, More Learning" that professors should give out more quizzes and assignments to reduce the stress and procrastination students face before midterms and finals. Although this might be helpful for a high school setting, it would not be completely efficient at a college level. This is because frequent testing takes up a significant amount of students and professors time, are added stress throughout the year, will not fix a students procrastination, and having high stake tests prepares students for their future. Some of O 'Malley 's ideas seem reasonable and would help students while others are an inconvenience for the professor and students.
There has always been controversy on whether exit exams should be required for a high school student’s graduation. Exit exams cause narrow statewide curriculum, too much emphasis on a single test, stress for the students, and stress for the teachers trying to reach state score standards; however on the optimistic view, standardized testing assures that students work harder, schools discover areas of weakness, and allows schools to improve performance. Exit exams hurt students who pass or fail them.Placing so much importance on one test, that is currently at a tenth grade level is asinine. These tests are supposed to help us improve, strengthen the students weaknesses, and give the students a better understanding of the subject they are learning; not keep them at a level that will never prepare them for anything. Too much emphasis on a single test gets students nowhere. Many critics say that high school graduates are unprepared for college, because of this testing many graduates go to college unprepared. The students then have to take remedial courses, because they can not handle college level work(chronicle 1). These tests are to prepare students for the classes and work ahead, but all the do is hold students back. Many teachers fear that they are sending the students into secondary education unprepared. If these tests are meant to help students with their future, but fail so miserably at doing so then why have them at all? This is the growing question in the students, teachers and parents mind. If these are meant to help why haven’t the students seen results?
Too much time is being devoted to preparing students for standardized tests. Parents should worry about what schools are sacrificing in order to focus on raising test scores. Schools across the country are cutting back on, or even eliminating programs in the arts, recess for young children, field trips, electives for high school students, class meetings, discussions about current events, the use of literature in the elementary grades, and entire subject areas such as science (if the tests cover only language arts and math) (Kohn Standardized Testing and Its Victims 1).
The rallying call to end high school exit exams is not only a display of America’s failing attitude to education, but also a way to ensure American students are doomed in higher education levels. National exit exams would not harm the overall education standards, but rather would give a reason for students and teachers alike to crack down and get to work. So instead of making excuses it is about time for the American education system to set a standard for students to reach for, not one that is just walked over like the one that has so sadly failed this new generation.
Industries such as business and medicine depend on extreme methods and forward thinking ideas. To be a successful enterprise, one must be willing to take risks and try new things. Within the last century, education has attempted to take a leap of faith by completely flipping the traditional school schedule and idea of summer vacation upside down. Just as with any idea, there are advantages and disadvantages as well as supporters and opponents. Each district must look at their own individual needs and evaluate the trials from schools that have gone before them to decide if year-round schooling would benefit their school.
Students experience unnecessary stress, are unable to ask teachers questions, and are under a great deal of pressure to achieve at high levels. Teachers try to help students relax during test-taking and are unable to guide and help their students through the process. Teacher and students are concerned that testing preparation takes away focus on essential curriculum areas. Time is taken away from hands-on learning, exploration, and investigation. The most importance is placed on the subjects of math and reading when at the same time, science, technology, and social studies are cut short and do not receive necessary attention. In some cases, the lack of time allowed for science, social studies, and technology curriculum may cause students to fall behind in these subjects. (McAdie & Dawson,
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
These assessments allow teachers to push a student’s abilities beyond standardized tests. They can also help teachers give feedback to students to help improve learning. Marguerite Imbarlina’s, Assistant Principal at Hampton High School in Pennsylvania, insight on the importance of comprehensive assessment reveals the positive impact on student learning potential. According to her “Kids aren’t doing research to do research, we are making sure kids are ale to apply the information across the curriculum and in different aspects of life” (Edutopia,