High Stakes Testing, Now What? Georgia Mathematics Conference October 18, 2001 Anne 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

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 grade SAT91.5 block*4 days 1st wk 3*4=12 OTIS 1.5 block*3 days 2nd wk 3*3= 9 CRCT1.5 block*2 days 3rd wk3*2= 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 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 display 130 * 5 = _____ Find the sum of and How much is 46 minus How much more than $ is $115.00?

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?

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