October 2007 — News
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Test Prep and Math Realities
As another school year is getting well under way, educators are faced with starting the process all over again for preparing students for standardized testing. It's not something that can be put off until the last moment. Failure to pass "the test" sometimes prevents high school students from receiving their graduation diplomas. Elementary students might be retained in a grade. There is the usual dilemma of teaching to the test versus incorporating activities that help students develop 21st century skills valued in the real world.
The state-mandated mathematics test is often the most difficult for students. I'd like to offer some test prep tips and thoughts for math educators to consider in their teaching. Of course, I advocate using technology to support instruction. These suggestions might also be of value to educators of other content areas.
1. Use diagnostics and post benchmarks.
Students need to have clear knowledge of which benchmarks they have not yet mastered. As not every benchmark is tested, be sure to know which have greatest importance to address in your curriculum. Post standards and benchmarks for mastery in the classroom. To emphasize students taking some responsibility for their own learning, provide each with a copy from which to monitor their progress. Parents should have access to that information, too.
Use a diagnostic tool, preferably one that is state-specific. Some smaller companies develop their products only for one state and, therefore, are very aware of which benchmarks to emphasize. Alternatively, use a formative assessment tool (screening, progress, and diagnostic), such as Pearson Education's PASeries for grades 3 through 12, which will help educators identify specific areas of weakness that students might have, and will also help them to tailor classroom instruction to meet students' needs. The Northwest Evaluation Association's Measures of Academic Progress might also be used. These are state-aligned computerized adaptive assessments that provide information about student achievement and growth.
While a diagnostic test with item analyses reveals weaknesses in concepts and content related to strands tested, teachers will still need to delve deeper into an analysis of why students missed certain questions. At a second level, student literacy skills might play a role in not answering a question correctly.
Benchmarking tests should be given periodically, perhaps every nine weeks, to monitor progress in mastering objectives. Districts might develop such tests.
2. Teach how to read a math text.
Many students rely on their teachers to provide all the techniques for completing math assignments and rarely read their texts because they find it more difficult to do so than for other subjects. They need tips, such as
