Failing the Test Doesn’t Mean I’m Stupid By Bonnie Chambers, Director of Unit Assessment Dorene...
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Transcript of Failing the Test Doesn’t Mean I’m Stupid By Bonnie Chambers, Director of Unit Assessment Dorene...
Failing the Test Doesn’t Mean I’m StupidBy
Bonnie Chambers, Director of Unit Assessment
Dorene Medlin, Science Education Albany State University, Albany, Georgia
LearnLab’s Annual Learning Science Workshop
The ProblemOur students in the College of Education
maintain a 2.5 minimum GPA to stay in the program
Our students received good grades in course work
BUTOur College of Education students were not
passing the state licensure test (GACE)
Observations Grade Inflation?
Could answer questions criticallyCould apply content to solve problemsCould interpret scenarios knowledgably
Oral Expression?Use colloquialismsUse informal languageLanguage diversity?
ObservationsWriting?
Can the students do constructed responses?
Not using science languageWrite informally
R U cing this? Social networking?Do not explain responses
Social networking 140 characters?Add lots of fluff without substanceDo not consider audience
ObservationsContent knowledge?
Familiar with content standardsNot knowledgeable with using
Familiar with content Do not make connections between the standards and content
Lead to question: WHY?
ReflectionsReview Standards
What do they mean to the students?Review Courses
Are we using standards-based instruction?What is standards-based instruction?Oversight on courses taught out of College of
Education?Review Program Components
What courses teach science content?Is the content aligned to standards?
Potential CausesISCI Classes
Not in COELack of Alignment between content and
standardsLack of Connection between content and
standardsLack of student conceptual understanding
About how to identify the content needed to know for the standard
Scared of science – ECECScience not emphasized in elementary classroomsAbout how to link science to other content areas
InterventionsProgram Review
NCATE and Outside consultantsReflect on course organization
What is taught? How taught? Why taught?Overt use of standards – syllabi and content
Improve test taking strategiesModel tests on GACE – selected and
constructed responsesTeach how to answer constructed responses,
context cluesRead all distractorsScreen for GACE preparedness
Modify assignmentsGPS File folder and interactive notebooks
ImpactFaculty Development
Focus on overt use of GPS in courses Focus on linking GPS and content
Course DevelopmentIdentify GPS with specific contentAlign syllabi in College of Education
Inform and/or educate outside faculty regarding GPS
Student DevelopmentOvert use of GPS Help students practice use and development
of GPS
For the FutureInterdisciplinary planningGACE seminars and study sessions
Use GPS file folders for reviewPatience