Yesterday was our grade-level systemwide assessment. It took many students up to three straight hours to complete the assessment. That's a lot of time to concentrate and work on a test.
Students are able to see their scores right after they take the test which was met with a myriad of emotions from teachers and students. Some students were delighted to see that they did so well and other students were disappointed to see that they didn't get the score they hoped they would get. What I like about students receiving their scores right after the test is that they can easily see and understand their errors particularly those errors that are small calculation errors, misreading, or input errors. This helps students to know to steer clear of those errors later on. What some teachers don't like about the ready scores is that for children who struggle, it is more of the same. They see their math struggle in a score yet again. I find myself on the fence in this situation as while I know some students would feel better if the test had greater modification, I also know that it's difficult to know who will rise in this situation and who will not. For example, one child who many may have assigned a modified test to did very well on the lengthy test--it's difficult to predict, and when we think of high expectations, perhaps it is better to give every one the same test, but maybe the best idea is to say that after children work for a certain amount of time, we will consider the test done. This is a topic that we'll have to discuss as a team and think about more.
Another topic that comes to mind is when to give the tests. To give the tests too late in the spring means that students simply won't give it their best, but to give too many tests at once tires students out. We're giving the tests closer together since the systemwide tests are actually good practice for the statewide tests. To take the systemwide tests, helps students to review and remember the many, many math standards they've learned throughout the year which may help them to do better on the statewide tests.
And, of course, these tests, in part, test our teaching too. As students reviewed the systemwide test with me yesterday, I was taking note of questions that many missed. As I looked at students' response to those questions, I could see where I can tweak the teaching to help students gain greater understanding and accuracy in those areas. The areas that I noticed could benefit from some tweaking included the following:
- regular review of computation strategies with whole numbers and decimals. While students generally used accurate algorithms, some demonstrated difficulty remembering where to put the decimal points or having the stamina to check their calculations.
- using performance assessment when it comes to drawing fraction models. Students have had to use fraction models a lot. They've created them online and interpreted them in multiple ways, but still several had trouble accurately drawing those models. Using a performance assessment approach when teaching this areas of the math curriculum will give students worthy opportunity to create these models, conference with the teacher, better the model making until they are proficient.
I'm sure that more questions to ponder will arise as students take a couple more systemwide tests and four state tests in the next two weeks. My greatest job during this time is to be a good cheerleader helping students to stay confident, energized, and focused on doing their best.
As for improving the teaching, test program, and tests themselves. I'll focus on that advocacy after we complete this test season efforts. Onward.
