«The June tests, although they have their weight and are important because they imply a cut, a qualification
and they seem to put the year's effort at stake, they do not cease to be part of a continuous evaluation.
June is here and in addition to hats, scarves, gloves and jackets to protect against the cold, wood stoves and the long-awaited World Cup, at school there are exams! For many children and parents it is a time that changes their routine. Some are too lazy to revise and others are too often asked to do so.
Therefore, it is pertinent to ask: What are tests? Why and what are they for?. Briefly, it can be said that there are different types of evaluation: pedagogical and social. For Coll and Onrubia (1999), both types of evaluation are inherent to the educational system.
The first is a continuous assessment that is intended to make the necessary adjustments in the teaching and learning process. That is, teachers and professors will make decisions about how and what to teach based on the results that students demonstrate on a daily basis, because, through these, they also receive feedback on their practices. Social assessment is related to accreditation, grading and certification that learning has been consolidated. Unfortunately, many times the emphasis in education is on this function of assessment (Díaz Barriga, 2010).
Unfortunately, this has brought about a series of undesirable consequences, since in addition to knowing “the grade”, other issues seem to arise. In the emotional aspect, the perception of the student as a student, his confidence and self-esteem are defined, which could lead to demotivation, anxiety and anguish. While, with respect to the cognitive aspect, the emphasis is on the memorization of learning and not always the development of capacities and competencies (Santos, 1995 in Díaz Barriga, 2010).
So, the June tests, while they have their weight and are important because they imply a cut-off, a grade and seem to put the year's effort at stake, are still part of a continuous assessment; they are part of one of the many times that teachers can observe how the expected skills and knowledge are being acquired. Students, parents and teachers should recognize that it is a snapshot of the process, where, generally, there should be no surprises in the results. And that while it defines a lot, it never defines the student as a person.
It is also a special stage that often brings with it anxiety. Anxiety and questions in the children and anxiety and questions in the parents. And, with all of that, the child or adolescent faces the evaluation…
So it is worth asking another question: What can we do as a family to support our children during this period?
Below are presented some useful tips:
Practicing “staying calm”: Before studying, it can be helpful to take a few deep breaths to release tension and be more prepared for review. This same exercise can be repeated once the test is handed in.
- Take the importance out of the evaluation: you can make jokes and have relaxed conversations. Emphasize that there are more opportunities for evaluation. This helps reduce anxiety and take the pressure off.
- Parents should wait for the moment of the day when their child decides to talk about his or her performance and not show anxiety before and after the evaluation. These are not the weeks when they should rush out to get support.
- Avoid criticism and negative messages. The morning before, convey positive messages: confidence and security in the efforts made, as well as remembering that a bad result can always be corrected.
- Do not use rewards or punishments related to grades. This only creates more pressure, as well as wanting to achieve good results for a reward and not for the learning itself.
- Avoid comparisons: each child or adolescent is unique, with unique study strategies and unique classroom situations, which is why they are never comparable to their siblings, cousins, friends or even their parents.
- Give them free time, where they can disconnect from the demands and do some pleasant activity. Then, it will be time to resume studying.
- Regarding study time, as one grows, the ability to sustain attention and the demands change. For small children, it is advisable to study in periods of 20 to 30 minutes and take a break. For adolescents, it will depend on the individual, but 10-minute breaks are also important to clear the mind. There is no reason to take away the cell phone! They should be taught to regulate its use.
- The review place should be comfortable, quiet and pleasant: warm and well lit.
- It is very important to ensure that teenagers do not alter their habits: not sleeping, drinking too much mate or coffee, consuming too much sugar, only generates more tiredness and cognitive wear. It is important, more than at any other time, to ensure 8 hours or more of sleep.
- Remind him or her that effort is more important than grades, and that he or she will not be more or less intelligent because of the result of an exam, because grades in no way change his or her image as a person, much less the affection his or her parents feel for him or her.
Precisely, the “Magis"which is so emphasized in the school translates into excellence in training, which seeks to educate leaders in service, multiplying agents with academic excellence on condition of human and Christian excellence. And personal excellence, according to the possibilities and qualities of each student. Therefore, the Magis It is not 12 for everyone, but rather the effort, enthusiasm and the constant demand to be able to surpass oneself. Without a doubt, in order to be able to be more for others every day.
PPGA. Maria Panario
To expand and continue reflecting:
→ http://www.jesuitasleon.es/docsInstitucionales/pedagogia_ignaciana.pdf
«Guided Meditation»
Literature
- Coll, C. and Onrubia, J. (1999). Discussion among students and educational influence of the teacher. Recovered from this link
- Diaz Barriga, A. (2010) “Teaching strategies for meaningful learning”. Spain, MCGRAW-HILL
- Ten tips to help children and teenagers with exams. Recovered from this site.
- “Ignatian pedagogy today.” Retrieved from this link.
