San Gorgonio High School - Summit Yearbook (San Bernardino, CA)

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208 academics

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Top: For the first project of the quarter, Juniors Leticia Alvarez and Raymond Gonzales have to make animals of their choice. Above left: Senior Brent Gilmer made this bulldog, Killer, for one of his ceramics projects. Above: During his ceramics class, Frank Rangel makes a bowl on the pottery wheel.

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Use a 2 pencil. In all academic classes, a major portion of the student ' s grade was comprised from test scores Whether tests counted for more than half of a grade, or were averaged in along with assignments, they were all important So obviously, tests were something to worry about and ■ were often even dreaded. Teachers used many different forms of tests. Probably the most common were the multiple choice tests, (sometimes called multiple guess,) generally taken on scan tron cards. A student cannot forget that dreaded voice saying use a number two pencil and mark the cor responding bubble of the answer which best completes the state ment, Stacks of green scantron cards were the basis of many nightmares of students who dreaded these types of tests. Another form of test taking was the good old true-orfalse quizzes. These were sometimes preferred, since students had a 50% chance of getting an answer correct that they do not know. True and false tests were an opportunity for teachers to slip in a lot of tricky questions though. These quizzes really could make a person think, since just one little word could cause the entire meaning of the statement to change. The third, and most often dreaded form of tests was the fill in the blank type. Either students had to supply their own answers from memory, or choose from a long list of possible solutions. The chances of getting a problem correct that a student did not know were limited ' this way. Unlike the multiple choice, when a 25% chance was possi ■ ble, or the true and false, with a 50% chance, the fill in the blank made things considerably more difficult for the student who forgot to study. There were several other forms of tests that teachers sometimes ( gave, such as an open book or surprise quiz. In the open book exam, a student was permitted to use the text book, from which the questions were extracted. The surprise test was quite uncommon, and most students bombed them, because they had no opportunity to study the night before. Though test taking was a relatively unpleasant experience, a stu- ; dent felt a bit more confident when he found out what kind of test he would be taking, and studied from these clues. KEY Above: Tammy Ri ' .English class. searches for the answers in Mr. Lowe s C € ' E C ' 0 E C D =E O ' ' O ' C E C a E C-. D ' E C- D= E C ' cO ' =E h O fl 17 -5 m m ( □ ■ - ro ■ :■ m ■•J c m z i ro .■ ' i) n T| n o XI m U XI m Z n r m 00 00 00 i ro o o o :l 1 2 O m IS rn a C i T ' L H -J -p T) o - — 1 XI Xi n — — cr, f -i ro - m n o y o academics 209