Saturday, November 14, 2009
Standardized Testing
As public schools employees, we really have no say in whether or not we give our students the SOL exams. Some schools even mandate standardized unit exams. I've provided some resources for you to start the discussion about how we assess our students, and I given some pointers on how to make good multiple choice tests. However, for this unit, we will actually spend more time talking about alternative assessments (formative and summative). Additionally, I'd like to see a discussion about WHAT we assess. Your first response might be "duh! SOLs!", but is that really true? If a student doesn't turn in homework - what are you assessing? Their knowledge of the SOL? Or their work ethic? Or their ability to have a supportive home life? Do you ever use grades as a punishment? (you give a zero if you have to remove them from lab?) Obviously, our roles as educators involves shaping the entire person to help them become good citizens - but in doing so, how do you let this reflect in their grades? Give us a breakdown of your grades and reflect on what it REALLY represents? (do you grade for completion? Or accuracy? ) I had a teacher next door at my last high school that was a Lab Notebook Nazi (pardon the term). If students didn't number the pages correctly or put the headings in exactly as she instructed, they lost significant points. I just always wondered what it was she was assessing with that and whether as a science teacher, that was an appropriate course of action. What are your thoughts?
Well let's see...there are many things to address from your post. I do wonder at times what is being assessed from the students in different areas. I like to think that I am assessing their mastery of their work by giving them multiple assessments that are related to the concept at hand and seeing how well they accomplish them. It might be that I give a participation grade on a lab activity or sometimes I will grade for accuracy. Typically on my homework assignments I grade for completion. Then as a class we review what they have found. I personally don't think its fair to grade for accuracy on homework because many students are all alone at home while others may have very well educated parents who can assist them when the teacher is not there to help. I find that some are at a disadvantage and this is my way to try and even the playing field per say. So in assessing homework, I guess I am looking at work ethic.
ReplyDeleteAs a science department we are not mandated to give multiple choice benchmark tests, many of us choose to do so in order to help the students tackle this type of test that our SOLs are formatted in. I do use different styles on my quizzes. They may have fill in the blank, matching, short answer, etc.
With using grades in terms of punishment, I will have to admit I have threatened it before but rarely have I ever had to use it. The idea of them losing their points in most cases, seems to turn them around. I have however given a zero to those who cheated on an assignment. I don't take points off for the proper heading, etc. I do try to help them correct their mistakes but I don't feel that taking their points is the right thing to do. To me, it doesn't have anyhting to do with whether or not they are getting the material. I feel the same way with spelling. The last time I checked I was a science teacher. Now don't get me wrong. I do again correct their mistakes and help them to write a complete sentence or full paragraph, but its not something I punish their grade for.
Sorry for being long winded! :0)
Oh- going along with assessments, I have really become a HUGE fan of rubrics. They really take a lot of the stress that can come from the kids and their parents when concerning their grades. I give them at the beginning of the project and go over them completely so that the we are all on the same page as to what is expected!
When it comes to assessments, I allow the students numerous opportunities to achieve success. In earth science, there aren't really labs, but more hands on activities in which they answer higher level questions. Then, they are given a mini-project for each unit that they complete in class because if I send the assignment home, it never returns and the students are able to ask questions while I am there. I do grade homework if the homework assignment is a type of review of the information given in class. My district is pushing interactive notebooks so I grade their notebooks for organization and completeness (they say this prepares them for college). Finally, my tests are given very similar to the SOL to prepare them for the SOL. They are given on the computer and are all released SOL questions. I do not have fill in the blank, matching, or short essay because they have had higher level questions given to them throughout the unit to expand thier thinking. Besides the notebook, I believe that my grading is based on their knowledge and skills. Another district in the area is giving a 61 instead of a 0 to students who do not complete the work. This is to help the students not fail. Thank goodness I do not work in that district because what is that teaching the students???
ReplyDeleteI have my students keep a notebook, too. I use it to try and increase their organzational skills. I don't take it for a grade but I do offer extra credit for it in May if they have the number pages I randomly select. This rewards those that are keeping a good notebook throughout the year.
ReplyDeleteOur district makes us give 9th graders a 55 at 1st semester if they have below that. This is to try and decrease our drop out rates. They also take points off for every absence over 10 in a semester.
If you think about it though, the students who have more than 10 absences probably don't care anyways and sadly will fail no matter how much the teacher tries to help! :(
ReplyDeleteI believe in frequent varied assessment. It is important that one examines the students in many ways not just standardized or multiple choice tests. Although it is time consuming, I believe in direct questioning and oral assessments. I like the idea of integrating technology by the use of electronic notebooks but do not feel that it would work due to lack of computers.
ReplyDeleteWhat is assessed is always up to debate. The SOLs provide a good starting point for instruction but it is important to remember that these are the minimum standards. In addition to testing the curriculum, student learning extends to character and additional life skills. Recently, I had a student who did not turn in a review packet. I gave her an extension but she chose to copy someone else’s entire packet. She earned a 0. Although this is not directly related to the SOLs I believe that it is important for us to build responsible citizens.
As far as giving students higher failing grades depending upon the situation. I can see both sides of the argument. For students who tried but just tested poorly a 50% is much easier to come back from than a 30% on a test. Personally, I let students who did poorly on a test complete test corrections where they are allowed to earn back half credit on the questions they missed. This rewards students who put in the extra effort to attain a better grasp of the material.
Our district is beginning to demand common assessments for each unit, but we write our own from publisher/test bank questions and our own short response. We have to give quarterly multiple choice assessments as well. I really feel like kids are over tested. I much prefer more authentic assessments such as writing, model making, journaling, and teacher observation. When my students are in cooperative learning groups I let them do a self assessment on their contribution to the group. I think process or formative assessments are very important.
ReplyDelete