High Stakes Testing, Now What?

1. High Stakes Testing, Now What? Georgia Mathematics Conference October 18, 2001 Anne Bowen, Awtrey Middle School Marj Economopoulos, Kennesaw State University

2. 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

3. Multiple Choice

4. Multiple Choice

5. Who Are We? The presenters & participants • Years of teaching • NCTM aware • Conscientious • Concerned • Hesitant • Pressured • …

6. 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

7. What are we testing? • Do we test what we value? • Do we value what we test?

8. Testing Reform

9. Authentic Assessment

10. Classes Spent on Testing? Standardized tests in one 6th grade SAT9 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

11. 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

12. What if…? Some data • What if one teacher does not drill & practice “test prep”? • 3 years of data (ITBS) Compare Other classes: 2+ weeks prep Anne: NOT specific test prep (continued “teaching”) 1.2 to 1.3 gain 1.2 to 1.3 gain

13. Do NO HARM! As measured by standardized tests

14. Do SOME GOOD! As measured by NCTM standards Build mathematical confidence and problem solving skills

15. 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

16. Integrated “Test Prep” Some strategies to enhance student mathematical success • Less is more • Estimation & spaced practice • Patterns • Mathematically speaking, vocabulary • Varied formats • Problem solving

17. Less is More • Interdisciplinary projects • Share the wealth, e.g., Science: metrics, SS: graphs • Double dip when possible • Reinforce, collaborate

18. 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

19. 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?

20. 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)

21. Patterns • Find patterns: Multiplication tables • Use patterns: 1/2 is same! (less work) • Hundreds boards • Self improvement • Relate to estimation • Relate to everything

22. 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

23. 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

24. Varied Formats • Simulate some test formats • Some multiple choice • Some scantrons during year • All of these except, … • Show reasoning, explain in words ...

25. Varied Formats • Horizontal display 130 * 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?

26. Varied Formats • Enrich students’ understandings • Phrase questions in different ways A=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?

27. Problem Solving • Keep emphasis on “real-world” problem solving • Applications • Relevance to students • Relate to estimations, reasonableness • Relate mathematics to EVERYTHING

28. 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

29. 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

30. Build Teacher Confidence • Do NO HARM! • Do Some Good, NCTM practices • Students build confidence • Teachers build confidence

31. 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

32. 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”

33. Sharing Other Experiences • Comments • Strategies • Suggestions