1. Preparing Students for High Stakes Testing
Professor Robyn Gillies
Dr Mary Rafter

3. High Stakes vs. Low Stakes
What distinguishes a high-stakes test from a low-stakes test is not its form (how the test is designed) but its function (how the results are used). Low-stakes tests generally carry no significant or public consequences—the results typically matter far more to an individual teacher or student than to anyone else—and scores are not used to burnish or tarnish the reputation of teachers or schools.

4. What causes you stress?

5. GUTDOTCANAIRWEB

6. BNARTGWIODCUTAE

7. UDEOTGRWAIBNTCA

8. Anxiety/ Stress – 4 components
Heart rate
Nausea
Fear
Replay
Nervous
Worried
Apprehensive
Avoidance
Keep seeking
Go signal
Behavioural
Emotional
Physical
Thought

9. Fear
evolutionary
learned
can be unlearned

10. 5 anxiety traps hesitation ruminating perfectionism criticism
avoidance

11. Total Behaviour Concept
Cognition (Thinking)
Physiological reactions
Action (Doing)
Affect (Feeling)
Feeling
Action
Thinking
Physiology

12. Total Behaviour Concept: Student Responses
Cognition (Thinking)
I can do ……
Physiological reactions
More relaxed, calmer physiological reactions
Action (Doing)
…. experience
Affect (Feeling)
Feel more positive about …
Feeling
Action
Thinking
Physiology

13. Total Behaviour Concept
Use the Total Behaviour Concept organiser on page 5
Identify an action you’re intending to take
Complete the Total Behaviour Concept organizer
Share your organizer with the person beside you
[THINK PAIR SHARE]

14. The Glasser Model
[students] must believe that if they do some work, they will be able to satisfy their needs enough so that it makes sense to keep working The road to a success identity begins with a good relationship with people who care

15. Relationship Building
7 Caring Habits
7 Deadly Habits
Supporting
Criticising
Encouraging
Blaming
Listening
Complaining
Accepting
Nagging
Trusting
Threatening
Respecting
Punishing
Negotiating Differences
Bribing or rewarding to control

16. 5 Basic Needs
Safety
Belonging
Power
Freedom
Fun

17. Key Constructs of Choice Theory
We have Psychological Needs
We have a Quality World we have constructed
Total Behaviour Concept: Actions, Thinking, Feelings, and Physiological reactions
We have choices and we are responsible for what we do

18. Reality Therapy Characteristics
The Reality is that you can take Control of your life and make the right Choices.
Basic needs are part of your Quality World – the world we would like to live in – personal Shangri-la.
Perceptions filter how we see our world

19. The WDEP Plan for Behaviour Change
What do you Want?
What are you Doing to achieve your want?
Is your current behavior helping you? (Self-evaluation)
What are you going to do now? (Plan)
(Robert Wubbolding)

20. Guidelines for Plans Simple Attainable Immediate Measurable Consistent
Controlled by the planner
Committed

21. Strategies to reduce stress
Breathing
Cognitive restructuring
Plan for success
Short, simple, small, slow
Realistic short term and long term goal
Feedback
Discourse
Study buddy

22. Discourse
“The readist way of working on understanding is often through talk, because the flexibility of speech makes it easy for us to try out new ways of arranging what we know , and easy also to change them if they seem inadequate. “ (Douglas Barnes, 2008; 5)

24. How the Brain Learns

25. Teacher types Boss-Teacher Lead-Teacher Sets task and standards
Talks (ignore students)
Grades work – no feedback
Uses coercion
Boring
Asks
Student input
What quality might look like
Explores
Resources
Time
Models
Thinking
Reflection
Emphasises
Self-evaluation
Persistence

26. Effectiveness of Techniques (Dunlosky review, 2013)
Effective Strategies
Effectiveness of Techniques (Dunlosky review, 2013)
Technique
Extent and Conditions
Practice testing
Very effective in a wide array of conditions
Distributed practice
Interleaved practice
Promising for math and concept learning *
Elaborative interrogation
Promising*
Self-explanation
Rereading
Distributed reading can be helpful **
Highlighting & Underlining
Not particularly helpful, but may help towards further study
Summarisation
Helpful only with training
Key nmemonic
Somewhat helpful for languages but benefits short lived
Imagery for text
Benefits limited to image friendly text *
*but needs more research
** time better spent elsewhere

27. Strategies

28. Assessment Assessment FOR Learning Assessment AS learning
Enables teachers to use information about students’ knowledge, understanding and skills to inform their teaching
Teachers provide feedback to students about their learning and how to improve
Assessment FOR Learning
Involves students in the learning process where they monitor their own progress, ask questions and practice skills
Students use self-assessment and teacher feedback to reflect on their learning, consolidate their understanding and work towards learning goals
Assessment AS learning
Assists teachers to use evidence of student learning to assess student achievement against learning goals and standards
Assessment OF learning

29. Feedback
ACTION
EFFECT
FEEDBACK

30. SOLO Taxonomy

31. Critical and Creative Thinking

32. References
Assessment Reform Group, (2002). Assessment for learning: Research-based principles to guide classroom practice.
Barnes, D. (2008). Exploring talk for learning. In N. Mercer & S. Hodgkinson (Eds) Exploring talk in schools. London; Sage.
Black, P. & Wiliam, D. (2012). Assessment for Learning in the classroom. In J. Gardner (Ed.) Assessment and learning (2nd ed.) London: Sage Publications Ltd.
Boyes, A. (2015). The anxiety toolkit: Strategies for fine-tuning your mind and moving past your stuck points. New York; Penguin.
Brown, P.C., Roediger, H.L. & McDaniel, M.A. (2014). Make it stick; the science of successful learning. Cambridge, MA; Belknap Press.
Charles, C.M. (2014). Building classroom discipline. (11th ed). Boston; Pearson.
Dunlosky, J. (2013) Strengthening the student toolbox; Study strategies to boost learning. American Educator, 37 (3), p
Gillies, R. M. (2016). Enhancing classroom talk: Blending practice, research and theory. London; Routledge.
Hook, P. & Mills, J. (2011). SOLO taxonomy: A guide for schools. Invercargill; Esssential Resources Educational Publishers Limited
Mercer, N. & Hodgkinson, S. (Eds). (2008). Exploring Talk in School. Los Angeles; Sage.
Sousa, D. A. (2014). How the brain learns. (4th ed.). Moorabbin; Hawker Brownlow Education.

33. What questions do you have?
Thank You