In an educational world that implements standardized testing and weighs heavily on such tests, many students need assistance with organizational strategies and general study habits. A test-taking strategies workshop gave students the opportunity to learn some of these tips.

Wednesday in Caldwell lounge, students had the opportunity to sharpen their studying and test-taking strategies with a presentation given by members of the CHASS academic support staff.

Presenter Stephen McDonough, a graduate student and part of the CHASS academic support staff, said his primary goal was getting people to think about tests differently. He said he wanted students to examine the purposes of tests as well as the good and bad traits about them.

Throughout the lecture, McDonough spoke to students about beneficial study habits, testing strategies and self-evaluation. McDonough said one of the first steps in testing well is recognizing personal strengths and weaknesses.

“Self-evaluation with honesty is crucial. Once you recognize your strengths and weaknesses then you can adjust and do something about them,” McDonough said.

McDonough emphasized structured organization, grouping information, the use of visuals, and time management during his presentation. Above all, he said, do not cram.

He touched on the psycho-semantics of cramming, saying the brain tends to retain information from the very beginning and the very end and often blurs what is in the middle.

While McDonough addressed studying and testing strategies, he also expressed that standardized tests are important. He said the tests, like the SAT and ACT, measure certain problem-solving and comprehension skills that students learn in school.

“In my opinion, standardized testing is a necessary evil. It sets a standard that we all have to meet but the challenge is doing it well,” McDonough said.

Though McDonough focused on study habits and testing strategies, the topic of concern for students was the use of standardized testing. Many students disagree with the implementation of tests that, according to Hannah Madden, a freshman in textile management, are not definitive of discipline and intelligence.

“It’s difficult to work through problems you’ve never seen before. Sometimes those tests will give you questions you haven’t been exposed to,” Madden said.

Madden said the presentation was informative but a lot of the tips are common and familiar. She said it was good, however, to hear the topics elaborated on. While the lecture was somewhat helpful, Madden said, the problem stems from standardized tests themselves.

According to EducationBug.org , the average SAT scores for college-bound students in 2007 were 515 in mathematics, 502 in critical reading, and 494 in writing. Standardized tests like the SAT were intended to set a bar for students who pursue higher education, but national statistics showed that students were below average.

When 50 percent of a course grade comes from a standardized test, Madden added, the pressure increases for students who have trouble taking tests. Madden said she thinks less emphasis should be placed on standardized tests.

“I don’t think one test should measure such a great percent of someone’s grade and determine his or her understanding of a course. Maybe that person had a bad day, maybe they had an emergency, maybe they were just off that day,” Madden said.

Like Madden, Alissa Pellack , a junior in Spanish, said she is not a fan of standardized testing. She said her nervous actions during tests cause her to perform under par.

“I constantly find my nerves taking over. When I get nervous I rush, which causes me to overlook important details in questions, which can affect my overall score,”  Pellack  said.

Pellack  also said that type of testing poses a challenge to students because the material covered is vast and differing.

“I feel that it’s almost impossible to be fully prepared. Although they are a measure of intelligence, I think the weight of them is too high — some people don’t perform well under pressure,” Pellack said.