Improving Student Test Scores
How Teachers Can Boost Students' Scores on Standardized Tests
Aug 13, 2009
Teachers who have used the following steps to teach content and prepare students for standardized tests have amazed not only themselves, but also their school communities.
Core Content for Assessment is the Key
A teacher should know exactly, item by item, content that will be tested. This content should serve as the teacher's Bible; so teachers need to keep it close to their hearts and stay focused on what it has to say.
To raise test scores, instructors should begin by developing an Excel Worksheet for each subject area they teach. This will play a dual role in their success. First, it will serve as a memory verse of what's important; second, it will assist in record keeping. Across the top of the Excel sheet, the educator should list each item that will be tested. Then, in the first column, teachers should list each student’s name.
Organization Makes the Difference
For each item tested, the teacher should create 5 sample test items. Each test item should have a question, which requires a short written response, preferably only a sentence or two. These sample test items must require higher level thinking skills.
Always consider the why. For example: Why is 23 an odd number? Why is "Be Careful" a good title for the story? The shorter the test items, the better.
After teaching a concept and giving students the first sample test items, educators should record results by each student's name, a 1 for mastery or a blank for non-mastery.
Thoughtful Teaching and Re-teaching Make the Difference
Immediately after the first assessment, teachers should re-teach the concept to students who did not score the point. Finding a different way to teach the concept is critical. Remember the first teaching strategy didn’t work with these students.
To impact the most students, teachers should create relevant, hands-on activities. For example: To teach cause and effect, the educator could begin by pretending to slip on a banana peel and then asking for the cause and effect of what happened.
To implant the content into their long term memories, students need to have a mental picture. For example: to help students remember odd numbers, they could write 5 numbers, and then take a minute or two to draw an odd hair piece or a strange pair of shoes on each oddball. Also, students need to tell why the numbers are odd, beyond their weird accessories.
Students, who were successful on the first quiz, should assist those who had difficulty. Assigning peer tutors is a critical step so the educator should thoughtfully pair up students.
To increase motivation, students who are tutoring, as well as those who are being tutored, should receive an incentive for success. The reward doesn't have to be much, but it does need to be a big deal. For example, when students succeed, let them create a paper airplane at home, and take a short break the next day to see whose plane flies the farthest.
After peer coaching, students with blanks should complete the second sample test item. Again, teachers should use a 1 to indicate student mastery. If anyone still needs assistance, the strongest student tutors can assist, and then teachers can assess using the third sample test item. Throughout the process, high expectations are crucial, and all students can master the skills.
After the third assessment, record results in the same fashion. Then, move on to other content, and proceed in the same manner
Practice Makes Perfect
On the last Monday of each month, educators should send the fourth test item home. This home assessment should include test items for all concepts taught during the previous month. Preferably, the test should be due on Thursday to give instructors a day to tie up loose ends.
To prepare for this step, teachers should inform parents and students about these home assessments and their importance. Also, home assessments should count as a critical grade to show their importance.
All students should be expected to score 100%, even if they need parent, teacher, or peer coaching to succeed. For best results, the coach should create and use similar test items to teach, and then let students who are struggling complete the actual item on their own.
This time, the teacher should highlight the "1" in each box mastered in yellow, indicating that students are ready to leave the objective, but should proceed with caution, taking care to remember the concept.
Crunch Time Review Brings it all Together
When "Crunch Time" (2 weeks before the test) arrives, review time begins. Teachers should divide the content by 10 to focus on a few items each day. After thoughtful re-teaching, all students should be assessed using the fourth practice test item.
For any content items on which students are struggling, teachers should add memory joggers to the walls and ceilings. For example: Teachers can write the number 737 and add a weird hairdo to show that it's odd, or make a bright banana peel and write the word cause on it in bold letters.
After the assessment, teachers should record the results on the Excel sheet by changing the highlighting in each square to green, indicating students are ready to go on to the test.
Following the 5 steps above steps can make the difference between a classroom on the brink of disaster and a model classroom. Thoughtfully teaching and re-teaching core content for assessment and tracking student progress will result in high test scores for all students.
To complete the task, teachers should meet with the principal and superintendent in their districts and convince them of the value of using Professional Development time to create this assessment tool. Also, to save time, teachers should work together, dividing and sharing their work.
 |
