High Stakes Testing,
Now What?
Georgia Mathematics Conference
October 18, 2001
Anne Bowen, Awtrey Middle School
Marj Economopoulos, Kennesaw State University
High Stakes Testing
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Introductions
High stakes, how did we get here?
Data analysis of a strategy
Integrated “test prep”
Build Mathematical Confidence
Build Teacher Confidence
Other ideas, implementations
Multiple Choice
Multiple Choice
Who Are We?
The presenters & participants
• Years of teaching
• NCTM aware
• Conscientious
• Concerned
• Hesitant
• Pressured
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How did we get here?
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Society pressures
Global economy
Accountability
Failing schools
Pressures to compare, measure
Success for students
Business needs literate workers
Information Age demands
What are we testing?
• Do we test what we value?
• Do we value what we test?
Testing Reform
Authentic Assessment
Classes Spent on Testing?
Standardized tests in one 6th grade
SAT9
OTIS
CRCT
1.5 block*4 days 1st wk
1.5 block*3 days 2nd wk
1.5 block*2 days 3rd wk
3*4=12
3*3= 9
3*2= 6
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Class periods = 27
One class equivalent to 45 min
How about Test Prep?
Consider the ramifications
Class periods testing = 27
Class periods prepping = ?
When do we teach? What if…?
One class equivalent to 45 min
What if…? Some data
• What if one teacher does not
drill & practice “test prep”?
• 3 years of data (ITBS)
Compare
Other classes: 2+ weeks prep 1.2 to 1.3 gain
Anne: NOT specific test prep 1.2 to 1.3 gain
(continued “teaching”)
Do NO HARM!
As measured by standardized
tests
Do SOME GOOD!
As measured by NCTM standards
Build mathematical
confidence and
problem solving
skills
The Problem w/ Textbooks
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Sold all over country, Calif/TX drive
Too much material, EVERYTHING
Repetition, “drill & kill”
First half (or more) is review
Small increments (objectives)
Alignment with curriculum ~ 40%
95% of us are textbook teachers
Integrated “Test Prep”
Some strategies to enhance student
mathematical success
• Less is more
• Estimation & spaced practice
• Patterns
• Mathematically speaking, vocabulary
• Varied formats
• Problem solving
Less is More
• Interdisciplinary projects
• Share the wealth,
e.g., Science: metrics, SS: graphs
• Double dip when possible
• Reinforce, collaborate
Less is More
• Select, combine, condense
• Know what is taught before &
after (vertical alignment)
• Move content earlier (use probability
to “practice” & apply fractions)
• Do Geometry sooner, it’s fun
AND it’s on the test
• Integers reinforce +,-,*,/ with whole
numbers, do them instead
Estimation
• Help students “make meaning”
• “Is that a reasonable answer?”
• Rounding off, rounding up,
strategies
• Approximately what should the
answer be?
• Does it make sense?
Spaced Practice
• In warm-ups, practice,
review (short)
• Games to reinforce
• 5-minute timed tests, no risk/grade
• Students chart improvement
• Use skills in context
• Calculator plays a role (when to use,
when not to use, students discuss)
Patterns
• Find patterns: Multiplication tables
• Use patterns: 1/2 is same! (less
work)
• Hundreds boards
• Self improvement
• Relate to estimation
• Relate to everything
Mathematically Speaking
• Use good math terminology exclusively!
• 11.5 is “eleven and five tenths,” YES,
also written 11 5/10
• Connect language to meaning and
symbols to language
• Speak in mathematical
sentences
• Be precise
Building Math’l Vocabulary
• Insist that students are precise and
speak in math’l language
• Help build students’ math’l language
– Buzz Words
– Card Games--Concentration & Old Maid
– 16 Square Vocabulary
– “I Have, Who Has?”
– Hundreds Boards
Varied Formats
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Simulate some test formats
Some multiple choice
Some scantrons during year
All of these except, …
Show reasoning, explain in words ...
Varied Formats
• Horizontal display
130 * 5 = _____
Find the sum of 84.34 and 67.235
How much is 46 minus 28.78
How much more than $100.90 is $115.00?
Varied Formats
• Enrich students’ understandings
• Phrase questions in different ways
A=lw, also find width, if you know Area &
length
What is the largest pyramid that can
be made from 26 blocks?
What is the largest remainder
when dividing by 8?
Problem Solving
• Keep emphasis on “real-world”
problem solving
• Applications
• Relevance to students
• Relate to estimations,
reasonableness
• Relate mathematics to EVERYTHING
Build Mathematical Confidence
• Give students opportunities
to succeed
• Emphasize process,
not JUST answers
• Show work, show reasoning, explain
in sentences, journals, talking, groups
• Give students rubrics “in advance”
–Clear expectations
–No surprises
Build Mathematical Confidence
• Ask questions instead of giving
answers
• Have students do the same,
“talk it out”
• Cooperative groups give opportunities
• Computers, varied learning
environments also useful
• Projects, showcase work
Build Teacher Confidence
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Do NO HARM!
Do Some Good, NCTM practices
Students build confidence
Teachers build confidence
Next Steps
• The tests are here to stay
• Work for better tests/assessments
• “Best practice” produces good
results
• Explain to stakeholders: principals,
parents, politicians
• Hold PTA Math nights, speak at clubs
Next Steps
• Resist pressure to do what “doesn’t
make sense”
• Response to “low test scores” is to
teach reasoning, problem solving
• Become “pro-active” instead
of “re-active”
Sharing Other Experiences
• Comments
• Strategies
• Suggestions