How do we increase our standardized test scores?
“Building strong readers is still the best test preparation.”
(Taken from Strategies That Work: Teaching Comprehension for Understanding and Engagement, 2nd Ed., Harvey & Goudvis, 2007)
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Increase students’ ability to comprehend written text
When: All year round
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Build in time to read and build stamina for longer passages
Do think-alouds to model comprehension
Use before, during, after comprehension strategies
Discuss text features (titles, subheadings) and formatting (bold, italics)
Teach signal words
Surprisingly
Importantly
On the other hand
However
But
Before, after, next, finally, then
As opposed to
Likewise
Consequently
Conclusion, in sum
Be prepared to expect the unexpected
Signals importance (pay attention!)
Signals a change
Prepare to change your thinking
Signals a change to come
All show sequence
Signals a contrast
Signals a similarity
Signals a result/cause and effect
Summarizes the information
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Increase students’ ability to take standardized tests
When: Six to eight short review sessions (15 minutes each) two or three weeks prior to standardized
testing
Practice reading passages to build stamina (shorter passages to longer passages)
Talk about the test and set goals
Build confidence (We can do this! You can do this!)
Ask kids to justify their answer on a multiple choice test—discuss correct and incorrect answers
Practice think alouds and ask kids to do think alouds in a “fish bowl” atmosphere to model for others
Model and share the test-question vocabulary
Talk about scanning for text features (subtitles, subheadings, etc)
Discuss scanning the questions before reading (but remind them to consider time restraints)
Discuss signal words
Practice timed tests (and share the no-penalty-for-thoughtful-guessing information)
Discuss importance of the first and last paragraph. Often contains the main idea, big picture, and or conclusions.
Practice identifying whether the question is factual OR inferential. Then, for either type, have students practice
pointing to the supporting phrases and/or sentences.
 Teach the two-pass system. First pass, answer the questions they know. Second pass, work on the more difficult
questions.
 Avoid tricky distracters—the answers test makers include as “logical, typical” answers.
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Accommodations:
You may:
Group students in smaller groups
Keep items posted on walls that have been posted on a regular basis
Use scratch paper for the math tests (except estimation)
Use calculators for math tests (except computation and estimation) *mark the Y on the bubble sheet
You may not:
Read tests aloud to any students unless specified in a child’s IEP
Extend time unless specified in an IEP
Post information during the test that is for test purposes
Use post-it notes in the booklet/passage