Monday, February 6, 2012
MCA
We are now in the process of getting ready for statewide assessments. This year (like last year) students will be taking the MCA Math test online. A new twist this year is that students will have the opportunity to take the MCA Math test up to 3 times, but must take it a mandatory 2 times. My personal belief is that if the state is going to offer the test 3 time, then once a student meets or exceeds the standards then they should not be required to take the test another time. What are everyones thoughts on this new system? Also, this is the second year students will have taken the MCA tests online. I plan on going through several tutorials with them in the class and have them take practice tests in the computer lab. Furthermore, does anyone have any other strategies or tips I could have my students use while taking a computer based assessment? We will also have the MAP tests as well, so these strategies could be carried over to those assessments as well. What are peoples thoughts on the idea that we are asking 9, 10, 11 year old students to take 5- 7 major tests in 3 months? Does this limit our ability to teach, or teach to the test? All thoughts are welcomed.
Subscribe to:
Post Comments (Atom)
You gave me a heavy cognitive load with this post, Ted :). When I pre-teach the procedural skills for the online test, the most crucial skill for my students is the ability to follow a prescribed series of steps before clicking that enter button (i.e., haved scratch paper in front, write down problem, solve answer on paper etc..). My students get "click happy" in front of any computer because they want that instant feedback, its unnatural for them to slow down in front of a computer; I really need to put steps in place to slow them down.
ReplyDeleteWith the manditory 2 tests, I feel that if they have met/mastered criteria the first time, the second time is beneficial as skills reinforcement. However, it does seem like we're loading another/perhaps unecessary test onto their schedule.
Your question about all this testing is really the crux of most comments/discussions I've heard when addressing our upcoming schedules. I know that in the future, students will need to be "test ready," as the ability to desmonstrate their skill is crucial as they begin to climb the rungs. However, is it a skill that warrants focus and significant instruction time for 9,10, and 11 year-olds? I don't know. I do know that test taking skills are important. But, at what age do you introduce those skills?
As always, I have a hard time with the amount of testing required of such young students. I used to hate watching them get so worked up about a test, squirm in their seats for two hours straight, groan every time we had to practice, etc. At the same time, I felt I needed to do everything in my power to prepare them for that test. I didn't want them to struggle with the actual test taking when they should be thinking about the questions.
ReplyDeleteThat being said, I really like the idea of the 3 tests. It at least allows some level of forgiveness for students who are having a bad day on test day and gives them exposure to the real test when they still have a chance to do better next time. I wonder if theyre required to take it at least 2 times to ensure that they can still pass it a second time (checking that the first time wasn't a fluke). Do you know if they have to take it a third time if they pass the first but don't pass the second?
I can sympathize with the testing and teaching to the test that the uppper grades deal with through out the year. I came from a very diverse and demanding schoolin Las Vegas to then teach in Minnesota. I feel that with the experience that I had teaching and with the principal that I worked with for my first two years of teaching I have become prepared for any testing that is thrown at me. I taught Kindergarten in those first 2 years and had the preasure of taking a standardized test 3 times and year with little kinder kids. Talk about pressure and stress these little 5-6 year olds had to pass this test 3 times a year. We had reward parties set up for those children who passed each test during the year. I understand that testing may never go away, but I think that we could do more to reward those who are growing and meeting their goals each year by having some type of reward for them or for all the kids that took the test for sometype of reward for completing all that hard work. I feel that I am rambling on and on but lets I think that we need to get creative about how we approach testing and help take that pressure of the kids.
ReplyDeleteThanks for all the comments and opinions. Each of you bring up significant concerns and ideas that need to be addressed. When motivating kids, I like rewarding them for meeting goals and growth. I have given out specific awards to kids for certain things in the past, but I am afraid that I am downplaying or diminishing their "intrinsic motivation" to be successful. Which brings up another point, at what age/grade do students really become "intrinsically motivated"?
ReplyDelete