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Tackling testing

Everyone is just plain tired these days.  The pressures of testing can be overwhelming.  Some teachers review for State tests more than others.  I've read bloggers who say they don't do anything special and don't even mention the tests until the big day comes.  This really works for some teachers while others are required by their districts to do practice tests.

I watched a truly remarkable science teacher last week using practice test questions on Powerpoint to launch some pretty amazing teaching.  She made the questions come alive with possibilities.  She drew pictures, acted out scenarios, and related the questions to experiments they had done that year.  I even learned a thing or two and got caught up in the learning. 

Her students posed some deep thinking questions about the incorrect answers.  She took time to think about their questions and marked some for further consideration.  This lady loved her subject, and her excitement was contagious. 

Students who get meaningful test preparation probably feel better about the testing process itself.  A lot of practice tests probably just make the kids numb for the real deal. 

At any rate, summer is almost here!

Posted: Sunday, April 26, 2009 12:08 PM by Betty
Comments

Holly Jahangiri said:

This approach to test preparation works because it encourages deeper, critical thinking. Unfortunately, too much time seems to be spent on prepping for the test, not learning the material (and more importantly, the foundations for it) that will be covered on the test, and the general test-taking strategies that will serve students well for years to come.

My kids were learning things three years ahead of where I learned them in school, and yet not necessarily scoring well on standardized tests like the SAT. I never took the SAT or ACT, and started college at age 12. Something's wrong with this picture, and I think it involves building a very poor foundation in basic language arts, math, and science in elementary school. I know that I would have enjoyed the hard sciences, if only I'd been better at math and not thoroughly confused by being made a guinea pig to "new math." I had wonderfully supportive parents and fantastic English, Humanities, and Science teachers, so my language and critical thinking skills are solid. Had my "old school" 5th-7th grade Math teacher gotten hold of me in 2nd or 3rd grade, I might be a doctor or a volcanologist today.

# April 26, 2009 1:13 PM

Betty said:

I remember the new math as well.:) You are right. Reviewing with test questions and possible answer choices only works if the learning happened in the first place. Also, the students need to feel comfortable questioning a correct answer.

# April 26, 2009 2:00 PM

dkzody said:

Since I have all upper division kids, I have not been required to do test prep this year.  But in past years when I did, we would use the questions that the district sent us to practice, but we always worked with the wrong answers and figured out why they are wrong.  The kids liked that because they didn't have to come up with the right answer, and they felt like they were doing something underhanded, which kids love to do.  As was stated above, it developed critical thinking skills and my students always did better on standardized tests than the district as a whole.  No one, though, ever came to see what I had been doing to get these better than average scores because I don't teach a core class.  I'm only a business teacher.

# April 26, 2009 2:57 PM

Angela Powell said:

This is such a thought-provoking post! I've included it with this month's Cornerstone Accolades.

http://thecornerstoneforteachers.blogspot.com/2009/05/cornerstone-accolades-april-2009.html

# May 2, 2009 9:58 AM
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