Rethinking the dreadedMATH TESTHeather A. Reyes

Why?

How do your students react when you announce a test?

Do you get answers like this?How do they react when they receive the

graded test back?Hope it's not like this!

What I noticed

Cramming and forgettingLucky guessingGrades seen as something that happen to the

student Viewing the test as disconnected from the

learning process – “Oh well, I failed.”

What research says:

http://www.nctm.org/news/content.aspx?id=11466 Assessment can actually have positive impact on

student attitudes and experiences, when done formatively and “for learning”

Formative assessment is most effective on shorter-term assessment (no more than about 4 weeks)

http://www.svitv.sccoe.org/depts/esb/docs/2008/Jan2008/InsideBlackBox.pdf Implementing formative assessment produces

substantial learning gains, particularly for “lower end” students

So how can we do things differently?

Weekly Quizzes Objective based Open-note Mastery-based scoring, 0-3 scale Follow-up “quiz response” assignment Last week’s objectives on the back of this

week’s quiz to re-do

Quiz Examples – a unit on Multiplying & Dividing Fractions

Objective: The student will be able to multiply fractions using both pictorial and algorithmic methods.

Instructions to the student: Show how to multiply . Then explain why this answer makes sense, mathematically. You may use drawings or diagrams to help your explanation. €

23•34

Mastery-Based Scoring

3: demonstrated total mastery of the concept with no errors

2: demonstrated a developing understanding of the concept with some small errors

1: demonstrated a beginning understanding of the concept with major conceptual errors – or manipulated numbers with no demonstration of real understanding

0: demonstrated no understanding of the concept

Possible Work Examples for each scoring level

Quiz Response Assignment

“Why didn’t I receive a 3?” My mistake was… This was wrong because… I should have… Because… The right answer is…

Teacher feedback, opportunities to pull small groups for reteaching while students work

Extension/enrichment activities for students who showed mastery of all objectives

A 2nd chance!

The next Friday brings a new set of objectives, BUT the old objectives are on the back of the quiz.

Students re-do any objectives that they didn’t master.

They receive the higher grade of the 2 weeks.

But what about unit and chapter tests?

I’m now giving 20% of instructional time each week to assessment and response. The traditional test cycle would require at least 2-3 additional class periods given up for each unit – no way!

The take-home test

Quizzes show ability to do basic learned tasks – but can they apply that knowledge?

Essay questions – 4-5 per unitAbout one week to complete at home, with

notes and resourcesOpportunity to rewrite answers for 50% credit

on the improvement

Essay test example question – from same unit on fractions

Find a favorite recipe. Make sure that some of the ingredients have fractional amounts! You will need to include a copy of the recipe with your test. Suppose that you want to make 2½ batches of this recipe all at once. Show how to find the amount of each ingredient you will need to use. Make sure to explain your work mathematically, showing your knowledge from this unit.

Student Essay Response samples

(I will add these in!)

But how is this a test?

What do you really want to know when you give your students a math test?

Do they have to perform from memory, under pressure in order to show that?

Implementation Difficulties - Quizzes

Some students wouldn’t bother to try hard on the front side of a quiz, figuring they’ll get it next time

Other students wouldn’t take advantage of the opportunity to bring up the grade

Students resisted the “response” portion of the assignment – it was hard to get them to really think about the sources of their errors

Bookkeeping challenges Parent resistance – “but isn’t it better if they just get

it the first time?”

Implementation Difficulties - Tests

PROCRASTINATORS! “Oops, I forgot it at home.”Overzealous parent helpPlagiarism/cheating

Encouraging outcomes

More students coming in to ask for help with homework

Students comparing their work with one another, talking together about sources of errors

More time in class to focus on individual student growth

Less complaining about weekly quizzes

What do students think?

Here I’d love add a video clip of students talking about their opinions/experiences with this – but that can’t happen until the school year

Questions/Discussion