One of the many (insert sarcastic tone here) wonderful duties I have inherited this year with my new role a school Test Coordinator is to provide training for staff to be test administrators for the end of year tests. All I can think of as I begin my planning is the numerous training sessions I have sat through, which were boring at best, and down right nerve wracking at worst. Add on top of that the fact that it’s something that teachers have to do that they don’t really want to, and I know the odds are against me in my attempt to always provide training that is relevant, informative, and respectful of teachers’ time. Sigh… I really want to avoid failing miserably which I would equate to having the faculty leaving training with their heads hung low dreading the testing days even more due to the confusion or stress I have piled upon them. As a result, my plan for “Test Training that Doesn’t Suck” was born. My next few posts will share my attempts to make our test training this year “not suck,” or at least, suck a little less!
Plan 1- Play!
A friend of mine told me about a game he and some colleagues play to amuse themselves during staff meetings called Buzz Word BINGO. Essentially they make BINGO cards with common education buzzwords, and unknowing to most of the staff at the meeting, listen for the words and play BINGO during the meeting. (funny and a little bit rebellious, huh?)
So I thought during our training session, we could play Testing Lingo BINGO! I made Bingo cards on a free bingo making site (http://bingo.saksena.net) using a word list I created. I included this list for you below. I have collected up a bunch of small items to use as BINGO prizes – I think I may hit up the PTO as well.
Now during training, folks will have a reason to listen in instead of playing Candy Crush on their phone, or grading papers …. they will want to win some of the great junk (err… prizes) I have to give away.
Administering the end of year tests is serious business we all know, but we don’t have to go at it like we are facing doom and destruction, having a little fun can go a long way to relieving some of the stress we feel at the end of the school year, and if it makes us pay more attention to the training too, then double win!
My Testing Lingo BINGO Terms:
administrator, bubble sheet, test manual, code of ethics, accommodations, testing site, proctor, irregularity, misadministration, misalignment, score, extended time, make up test, EOG, NCFE, Final Exam, retest, evaluate, security, confidential, modification, document, maximum time, count, paper clip, calculator active, reading selection, test form, test editing, assessment, mark in book, read aloud, procedures, roving proctor, testing environment, monitor, standard 6, teacher evaluation, IEP, 504, LEP, number 2 pencil, calculator inactive, gridded response, test training, testing session, responsibility, confidential, test coordinator
Pretests are well known to be one of the most powerful research based formative assessment strategies an educator can use as a tool to push student learning forward. In fact I just did a single Google search on the subject of the impact of pretesting on student learning resulting in over 6 million records in 3 tenths of a second. Education experts agree that using pretests prior to learning can impact student learning in a least 2 ways. Pretests:
1- Prime the learner’s brain for the learning about to occur activating any prior or related knowledge, and
2- Allow the instructor to see what students already know, and where there are weaknesses in order to tailor the instruction to fit the learner.
Clearly from the number of Google results on this topic, there are plenty of resources that you could read up on – some admittedly more reliable than others. I don’t want to waste anyone’s time rehashing what other’s have already said. I do want to share another view on why we should pretest, that I think may be the most convincing of all. I came upon this reason in a moment of serendipitous realization as a result of a conversation with a middle school student this week.
One of the teachers at my school requires her science students to once a week talk through their notes with an adult at home and then have the adult write a short summary of what the student told them, sign it, and then return it to school as their weekly homework. The goal is to get students talking about what they are learning in class with their family while engaging in some review of the content. There are few of her students who can’t or won’t get this done with adults at home, so I assist at school by being the adult the student can do their notes talk with.
This week the young lady I was working with told me all sorts of facts her class had studied about our solar system. She told me about the sun centered system vs Earth centered, inner and outer planet characteristics, moons, orbits, rotation vs revolution, phases of the moon, the effects of the Earth’s movement on day, night, and seasons, the layers of the sun, lifecycle of stars and what that means for our sun, and so on. I was impressed. Her notebook was organized and neat, all the work was complete. She seemed like a great student. Once she had finished going through her notes my innocent (I thought) comment was, “Wow, you have learned a lot in class!”
Her response left me speechless at first. “Not really,” she said. “We learned all this stuff last year and the year before. None of this was really new. Actually I get bored a lot. But then when kids in my class are bored because of that and just draw or read to entertain ourselves, the teacher just yells at us”
I processed what she was saying for a minute. “So you seem really interested in this topic though. What if the teacher had figured out before the unit that you knew these things already so decided to teach you some other more in depth information about the same topics?”
“That would have been great! I wouldn’t be bored and would actually learn something then instead of wasting time doing something I’ve already done before. I mean, I realized the other day that I had watched the same video clip that the teacher showed us in class last year!”
To me this conversation says it all about why we should pretest. Surely we can be more respectful of learner’s time than just recycling the same content multiple years in a row. The only way we can ever expect to help students achieve growth is through continually pushing on to something new. The absolute only way to be sure to plan appropriately for what students need is to pretest first. Teaching without pretesting first is like a doctor writing the same prescription to every patient without first checking what their symptoms are… that just doesn’t make sense.
So, my bottom line here is…. if you don’t use pretests to assist in planning your instruction because of the sound pedagogy behind it, then respect your learners- they really do want to learn, so give them a chance to by seeing what they already know so you don’t waste their time with reruns!
When spring rolls around, students and teachers alike inevitably begin thinking about end-of-year testing. We all try to be positive and look at the tests as an opportunity to show off all that we have learned (or taught) over the course of the school year. Unfortunately teachers and students can’t help but feel the pressure put on us to perform well, and that can make testing time quite stressful for all.
As a teacher and I parent, I experience this from both sides, so I am closely familiar with what this feels like. Like all of you, I want to do everything in my power to help ensure that our students are successful on the testing, but also feel relaxed and confident about it as well.
So what can a parent do? I think the best approach for a parent (or teacher) is that of an excellent coach. I believe the 3 actions below are the key.
1– Make sure they know the skill or content they need to.
To do well and be confident that you can, you have to “know your stuff.” Review tools are plentiful online, and classroom notes would be a great resource. Many schools offer subscriptions to online learning services that can be valuable tools for students, and there are some great FREE resources out there as well. One of my favorites is www.learnzillion.com where students, teachers, and parents can access video lessons and practice activities on Common Core Standards in Language Arts and math for grades K through 8.
2– Set reasonably high expectations.
To achieve great things, our students have to reach high. Make sure you talk to your child and let them know that you do have high expectations for them. Be careful that your expectations are something that your child can reasonably reach with some effort. You don’t want to set them up to fail.
3– Let them know you believe in them and are there to support them.
One of the most valuable things we can do for our students is to prove to them that we BELIEVE they can do it, and that you will be there to support them all the way. Great coaches know that is you believe in yourself you can accomplish just about anything you set yourself out to do.
If your child is having particular anxiety about the big test, this video is a great way to begin a conversation to build his or her confidence. Yes. of course we want them to do their very best, but the test does not define them! “This Test Does Not Define You”- https://www.youtube.com/watch?v=oFMjbs3hoiU