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robertogreco : testtaking   7

Why Girls Get Better Grades Than Boys Do - The Atlantic
[My tweet: https://twitter.com/rogre/status/512741051941924864 "“Why Girls Get Better Grades Than Boys Do” http://www.theatlantic.com/education/archive/2014/09/why-girls-get-better-grades-than-boys-do/380318/ … Missing: Conscientiousness or deference? Innate or conditioned?"]

"This self-discipline edge for girls carries into middle-school and beyond. In a 2006 landmark study, Martin Seligman and Angela Lee Duckworth found that middle-school girls edge out boys in overall self-discipline. This contributes greatly to their better grades across all subjects. They found that girls are more adept at “reading test instructions before proceeding to the questions,” “paying attention to a teacher rather than daydreaming,” “choosing homework over TV,” and “persisting on long-term assignments despite boredom and frustration.” These top cognitive scientists from the University of Pennsylvania also found that girls are apt to start their homework earlier in the day than boys and spend almost double the amount of time completing it. Girls’ grade point averages across all subjects were higher than those of boys, even in basic and advanced math—which, again, are seen as traditional strongholds of boys.

What Drs. Seligman and Duckworth label “self-discipline,” other researchers name “conscientiousness.” Or, a predisposition to plan ahead, set goals, and persist in the face of frustrations and setbacks. Conscientiousness is uniformly considered by social scientists to be an inborn personality trait that is not evenly distributed across all humans. In fact, a host of cross-cultural studies show that females tend to be more conscientious than males. One such study by Lindsay Reddington out of Columbia University even found that female college students are far more likely than males to jot down detailed notes in class, transcribe what professors say more accurately, and remember lecture content better. Arguably, boys’ less developed conscientiousness leaves them at a disadvantage in school settings where grades heavily weight good organizational skills alongside demonstrations of acquired knowledge.

These days, the whole school experience seems to play right into most girls’ strengths—and most boys’ weaknesses. Gone are the days when you could blow off a series of homework assignments throughout the semester but pull through with a respectable grade by cramming for and acing that all-important mid-term exam. Getting good grades today is far more about keeping up with and producing quality homework—not to mention handing it in on time.

Gwen Kenney-Benson, a psychology professor at Allegheny College, a liberal arts institution in Pennsylvania, says that girls succeed over boys in school because they tend to be more mastery-oriented in their schoolwork habits. They are more apt to plan ahead, set academic goals, and put effort into achieving those goals. They also are more likely than boys to feel intrinsically satisfied with the whole enterprise of organizing their work, and more invested in impressing themselves and their teachers with their efforts.

On the whole, boys approach schoolwork differently. They are more performance-oriented. Studying for and taking tests taps into their competitive instincts. For many boys, tests are quests that get their hearts pounding. Doing well on them is a public demonstration of excellence and an occasion for a high-five. In contrast, Kenney-Benson and some fellow academics provide evidence that the stress many girls experience in test situations can artificially lower their performance, giving a false reading of their true abilities. These researchers arrive at the following overarching conclusion: “The testing situation may underestimate girls’ abilities, but the classroom may underestimate boys’ abilities.”

It is easy to for boys to feel alienated in an environment where homework and organization skills account for so much of their grades. But the educational tide may be turning in small ways that give boys more of a fighting chance. An example of this is what occurred several years ago at Ellis Middle School, in Austin, Minnesota. Teachers realized that a sizable chunk of kids who aced tests trundled along each year getting C’s, D’s, and F’s. At the same time, about 10 percent of the students who consistently obtained A’s and B’s did poorly on important tests. Grading policies were revamped and school officials smartly decided to furnish kids with two separate grades each semester. One grade was given for good work habits and citizenship, which they called a “life skills grade.” A “knowledge grade” was given based on average scores across important tests. Tests could be retaken at any point in the semester, provided a student was up to date on homework.

Staff at Ellis Middle School also stopped factoring homework into a kid’s grade. Homework was framed as practice for tests. Incomplete or tardy assignments were noted but didn’t lower a kid’s knowledge grade. The whole enterprise of severely downgrading kids for such transgressions as occasionally being late to class, blurting out answers, doodling instead of taking notes, having a messy backpack, poking the kid in front, or forgetting to have parents sign a permission slip for a class trip, was revamped.

This last point was of particular interest to me. On countless occasions, I have attended school meetings for boy clients of mine who are in an ADHD red-zone. I have learned to request a grade print-out in advance. Not uncommonly, there is a checkered history of radically different grades: A, A, A, B, B, F, F, A. When F grades and a resultant zero points are given for late or missing assignments, a student’s C grade does not reflect his academic performance. Since boys tend to be less conscientious than girls—more apt to space out and leave a completed assignment at home, more likely to fail to turn the page and complete the questions on the back—a distinct fairness issue comes into play when a boy’s occasional lapse results in a low grade. Sadly though, it appears that the overwhelming trend among teachers is to assign zero points for late work. In one survey by Conni Campbell, associate dean of the School of Education at Point Loma Nazarene University, 84 percent of teachers did just that.

Disaffected boys may also benefit from a boot camp on test-taking, time-management, and study habits. These core skills are not always picked up by osmosis in the classroom, or from diligent parents at home. Of course, addressing the learning gap between boys and girls will require parents, teachers and school administrators to talk more openly about the ways each gender approaches classroom learning—and that difference itself remains a tender topic."
gender  schools  boys  girls  education  homework  compliance  conscienciousness  angeladuckworth  2014  martinseligman  deference  authority  self-discipline  adhd  grades  grading  gwenkenney-benson  conditioning  goalsetting  persistence  lindsayreddington  connicampbell  disaffection  testtaking  timemanagement  studyhabits  learninggap  attention  distraction  academics  learning  howwelearn  howweteach  teaching  gendernorms  society  enricognaulati  assessment  standardization 
september 2014 by robertogreco
Why Do Music Students Have Higher SAT Scores?
“A more candid appraisal of the current body of research literature might suggest that music is somehow attractive [to those] who are already more likely to perform well academically, and as such, may serve as an important artistic outlet with positive developmental benefits for those students who choose to study it.”
music  education  correlation  sat  testtaking  via:robinsonmeyer  2013  research 
may 2013 by robertogreco
need sleep now. I think it is ridiculous that we...
"I think it is ridiculous that we are tested at the end of the quarter for all of the information we’ve learned.  its like theyre training us to be procrastinators. progress throughout the quarter should be enough to prove that we know the material. tests make me want to hate something that i love: learning. if we could learn without being tested, i am certain i would retain more information than what i am cramming into my already full, jumbled, sleep-deprived brain."
exams  testtaking  testing  procrastination  assessment  2010  college  finals  motivation  learning  friends  erinbower 
july 2012 by robertogreco
Paper Tigers ["What happens to all the Asian-American overachievers when the test-taking ends?"]
"The failure of Asian-Americans to become leaders in the white-collar workplace does not qualify as one of the burning social issues of our time. But it is a part of the bitter undercurrent of Asian-American life that so many Asian graduates of elite universities find that meritocracy as they have understood it comes to an abrupt end after graduation. If between 15 and 20 percent of every Ivy League class is Asian, and if the Ivy Leagues are incubators for the country’s leaders, it would stand to reason that Asians would make up some corresponding portion of the leadership class."
race  us  2011  elitism  meritocracy  testing  testtaking  bambooceiling  education  leadership  asians  asian-americans  via:rushtheiceberg  wesleyyang 
may 2011 by robertogreco
Writing about exam worries for 10 minutes improves student results | Not Exactly Rocket Science | Discover Magazine
"It’s a feeling you’ve almost certainly experienced before – the fear of waiting for an exam to start, heart thumping, palms sweating and brow furrowing. You worry about whether you’ve prepared adequately, and about the consequences of failure. So why not write these worries down? Gerardo Ramirez and Sian Beilock have found that students do better in exams if they spend the prior ten minutes writing about their worries. Even better, the most anxious students showed the biggest improvements."
education  psychology  anxiety  teaching  writing  testing  testtaking  standardizedtesting  stress  stressmanagement 
january 2011 by robertogreco
Caterina.net» Blog Archive » Cheating vs. Learning
"Teaching from a textbook is almost always crappy teaching, so the whole system is flawed. It seems to me that cheating is the almost inevitable consequence of test-giving and test-taking. It doesn’t have to be this way. The best method for assessing learning progress is self-assessment, with the input of someone passionate and knowledgeable about the subject. This would require a lot of trust in the student, but also more work on the part of the teacher — who would not really be a teacher at all, in the traditional sense, but a person in love with a certain topic, probably a practitioner of the subject in question, maybe retired, maybe active.

Here’s my idea of what an ideal school would be like, borrowed from David Albert’s book And the Skylark Sings with Me a book about a family’s experience in home and community based education. It’s how I’ve envisioned, but never articulated, my own perfect school. "
caterinafake  education  unschooling  deschooling  learning  schools  schooling  teasting  testtaking  textbooks  self-assessment  selfeducated  self-evaluation  davidalbert  andtheskylarksingswithme  lcproject  tcsnmy  apprenticeships  cheating 
december 2010 by robertogreco

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