Principals' Opinions on the Impact of High-Stakes Testing ...
High Stakes Testing, Now What?
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High Stakes Testing, Now What?
Georgia Mathematics Conference
October 18, 2001Anne Bowen, Awtrey Middle School
Marj Economopoulos, Kennesaw State University
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High Stakes Testing
• Introductions
• High stakes, how did we get here?
• Data analysis of a strategy
• Integrated “test prep”
• Build Mathematical Confidence
• Build Teacher Confidence
• Other ideas, implementations
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Multiple Choice
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Multiple Choice
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Who Are We?
The presenters & participants• Years of teaching• NCTM aware• Conscientious• Concerned• Hesitant• Pressured• …
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How did we get here?
• Society pressures• Global economy• Accountability• Failing schools• Pressures to compare, measure• Success for students• Business needs literate workers• Information Age demands
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What are we testing?
• Do we test what we value?
• Do we value what we test?
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Testing Reform
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Authentic Assessment
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Classes Spent on Testing?
Standardized tests in one 6th gradeSAT9 1.5 block*4 days 1st wk
3*4=12
OTIS 1.5 block*3 days 2nd wk 3*3= 9
CRCT 1.5 block*2 days 3rd wk 3*2= 6
---------
Class periods = 27
One class equivalent to 45 min
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How about Test Prep?
Consider the ramifications
Class periods testing = 27
Class periods prepping = ?
When do we teach? What if…?
One class equivalent to 45 min
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What if…? Some data
• What if one teacher does not drill & practice “test prep”?
• 3 years of data (ITBS)
1.2 to 1.3 gain
1.2 to 1.3 gain
Compare Other classes: 2+ weeks prep
Anne: NOT specific test prep
(continued “teaching”)
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Do NO HARM!
As measured by standardized tests
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Do SOME GOOD!
As measured by NCTM standards
Build mathematical
confidence and
problem solving
skills
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The Problem w/ Textbooks
• Sold all over country, Calif/TX drive
• Too much material, EVERYTHING
• Repetition, “drill & kill”
• First half (or more) is review
• Small increments (objectives)
• Alignment with curriculum ~ 40%
• 95% of us are textbook teachers
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Integrated “Test Prep”
Some strategies to enhance student mathematical success
• Less is more• Estimation & spaced practice• Patterns• Mathematically speaking, vocabulary• Varied formats• Problem solving
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Less is More
• Interdisciplinary projects
• Share the wealth, e.g., Science: metrics, SS: graphs
• Double dip when possible
• Reinforce, collaborate
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Less is More
• Select, combine, condense• Know what is taught before &
after (vertical alignment)• Move content earlier (use probability
to “practice” & apply fractions)• Do Geometry sooner, it’s fun
AND it’s on the test• Integers reinforce +,-,*,/ with whole
numbers, do them instead
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Estimation
• Help students “make meaning”
• “Is that a reasonable answer?”
• Rounding off, rounding up, strategies
• Approximately what should the answer be?
• Does it make sense?
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Spaced Practice
• In warm-ups, practice, review (short)
• Games to reinforce
• 5-minute timed tests, no risk/grade
• Students chart improvement
• Use skills in context
• Calculator plays a role (when to use, when not to use, students discuss)
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Patterns
• Find patterns: Multiplication tables
• Use patterns: 1/2 is same! (less work)
• Hundreds boards
• Self improvement
• Relate to estimation
• Relate to everything
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Mathematically Speaking
• Use good math terminology exclusively!
• 11.5 is “eleven and five tenths,” YES, also written 11 5/10
• Connect language to meaning and symbols to language
• Speak in mathematical sentences
• Be precise
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Building Math’l Vocabulary
• Insist that students are precise and speak in math’l language
• Help build students’ math’l language– Buzz Words– Card Games--Concentration & Old Maid– 16 Square Vocabulary– “I Have, Who Has?”– Hundreds Boards
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Varied Formats
• Simulate some test formats
• Some multiple choice
• Some scantrons during year
• All of these except, …
• Show reasoning, explain in words ...
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Varied Formats
• Horizontal display130 * 5 = _____
Find the sum of 84.34 and 67.235
How much is 46 minus 28.78
How much more than $100.90 is $115.00?
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Varied Formats
• Enrich students’ understandings
• Phrase questions in different waysA=lw, also find width, if you know Area &
length
What is the largest pyramid that can be made from 26 blocks?
What is the largest remainder when dividing by 8?
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Problem Solving
• Keep emphasis on “real-world” problem solving
• Applications
• Relevance to students
• Relate to estimations, reasonableness
• Relate mathematics to EVERYTHING
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Build Mathematical Confidence
• Give students opportunities to succeed
• Emphasize process, not JUST answers
• Show work, show reasoning, explain in sentences, journals, talking, groups
• Give students rubrics “in advance”–Clear expectations–No surprises
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Build Mathematical Confidence
• Ask questions instead of giving answers
• Have students do the same, “talk it out”
• Cooperative groups give opportunities
• Computers, varied learning environments also useful
• Projects, showcase work
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Build Teacher Confidence
• Do NO HARM!
• Do Some Good, NCTM practices
• Students build confidence
• Teachers build confidence
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Next Steps
• The tests are here to stay
• Work for better tests/assessments
• “Best practice” produces good results
• Explain to stakeholders: principals, parents, politicians
• Hold PTA Math nights, speak at clubs
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Next Steps
• Resist pressure to do what “doesn’t make sense”
• Response to “low test scores” is to teach reasoning, problem solving
• Become “pro-active” instead of “re-active”
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Sharing Other Experiences
• Comments
• Strategies
• Suggestions