High Stakes Testing, Now What?

Georgia Mathematics Conference

October 18, 2001Anne Bowen, Awtrey Middle School

Marj Economopoulos, Kennesaw State University

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

Multiple Choice

Multiple Choice

Who Are We?

The presenters & participants• Years of teaching• NCTM aware• Conscientious• Concerned• Hesitant• Pressured• …

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

What are we testing?

• Do we test what we value?

• Do we value what we test?

Testing Reform

Authentic Assessment

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

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

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”)

Do NO HARM!

As measured by standardized tests

Do SOME GOOD!

As measured by NCTM standards

Build mathematical

confidence and

problem solving

skills

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

Integrated “Test Prep”

Some strategies to enhance student mathematical success

• Less is more• Estimation & spaced practice• Patterns• Mathematically speaking, vocabulary• Varied formats• Problem solving

Less is More

• Interdisciplinary projects

• Share the wealth, e.g., Science: metrics, SS: graphs

• Double dip when possible

• Reinforce, collaborate

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

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?

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)

Patterns

• Find patterns: Multiplication tables

• Use patterns: 1/2 is same! (less work)

• Hundreds boards

• Self improvement

• Relate to estimation

• Relate to everything

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

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

Varied Formats

• Simulate some test formats

• Some multiple choice

• Some scantrons during year

• All of these except, …

• Show reasoning, explain in words ...

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?

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?

Problem Solving

• Keep emphasis on “real-world” problem solving

• Applications

• Relevance to students

• Relate to estimations, reasonableness

• Relate mathematics to EVERYTHING

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

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

Build Teacher Confidence

• Do NO HARM!

• Do Some Good, NCTM practices

• Students build confidence

• Teachers build confidence

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

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”

Sharing Other Experiences

• Comments

• Strategies

• Suggestions