Brian C. Smith is an Adjunct Professor of Psychology at Simpson College in Indianola, Iowa, and presented at the Lilly Conference online. The session was entitled ““I’m Just a Bad Test-Taker:” Consequences and Interventions.” This twenty-minute recorded session focused on student beliefs that they are bad test-takers and how this may interfere with performance in courses or professional licensing exams. Smith spoke about the notion that bad test-takers may think they know the material. According to Smith, there is no agreed-upon definition of a “bad test-taker” identity. Citing a survey by Homes based on 300 students, they gained information about bad test-takers. Smith shared data suggesting that students agreed that they were smart enough that they should not struggle in classes and that standardized tests mostly measure test-taking ability. Smith explained that the bad test-taker identity does support self-confidence. Further, Smith noted that the data from Homes suggests a strong relationship between bad test-taker identity and test anxiety. Smith discussed how the bad test taker identity relates to a fixed mindset. Smith also shared three possible interventions: mindsets, self-efficacy, and beliefs about learning. PERTS is a free intervention about mindsets. Limitations to mindset interventions include teacher mindsets about their students. The power of “not yet”, praising process & effort, rewarding process & effort instead of outcome, and “teach brain as a muscle” were listed by Smith as suggestions. Focusing on self-efficacy, instructors can provide a mastery experience and no stakes, collaborative, and reflective work opportunities. The third intervention discussed by Smith focused on targetting assumptions and attitudes, particularly failure and practice. Smith cited research on ease of learning and practice. Among recommendations, Smith explained providing incremental levels of challenge. I know we have opportunities to include activities for mastery that we should revisit.
