Much of our testing is computerized. Your point about prep is excellent. One of our tests redirects students after three incorrect responses, making adjustments in item difficulty tied to grade level standards. It also become increasingly difficult for children who continue to get correct answers. In the end, you can get a very clear picture of who the child is academically but the results are all computer accessed and getting there is very involved. So it has the potential to be, perhaps, more telling than other assessments. However, it doesn't seem to work that way. Having all this rather itemy information seems to lead some teachers off on a bunch of tangents (so that in math, our curriculum is actually undermined). These are not required tests, but in the past have been administered three times a year (going to twice this year). Our kids have different access to computers, but at the elementary levels our labs are still desktops. Guess what though, rural American cannot always guarantee a consistent flow of information across the information highway! So connections are lost or the net can be down for days...
Our standardized tests that really matter in terms of NCLB and all the big uglies come later in the school year, which I suppose is in, some small part, a blessing. They remain paper and pencil. I am privy to results at a district level and can tell you, it is not test prep that makes the difference. We have schools that have become somewhat frenzied in terms of test prep, while others have focused on instruction that is somewhat standard driven but with an expectation that is will be constructivist and balanced. We are a district in trouble--high poverty, attendance issues, community safety and so we have to look more closely at all test results. In terms of AYP issues, just a handful of school are making safe harbor but many, many schools have made significant improvements. 83% was the magic number for really making the grade with advance and proficient readers. Can you imagine? We have schools that have made tremendous gains (particularly very small rural schools) but the rest of us, we are just dying. So I am talking about looking at trajectories and steps towards an impossible goal. But still, I can honestly say-- it is teaching, creating passion and engagement among kids that matters. Lori On 8/2/07 12:05 AM, "Beverlee Paul" <[EMAIL PROTECTED]> wrote: > I'm reading responses and just can't stop thinking about our dilemma. I > wonder if anyone else is in the situation we're in. Our school district > decided to abandon the Terra Nova or any other nationally-normed achievement > test. Instead our kids take Levels tests out of NWEA. There are a number > of issues with that decision: it's primarily a vocabulary test, it's (in my > opinion) biased, and a number of other deep issues. But what I'd like to > ask you about is the fact that it is all done on the computer. Here are > some issues that arise because of that: you can't teach any typical > test-taking strategies because it's linear and you can't go back; prime > test-taking time for any given class of kids has little relevance because > the whole school has to be scheduled for the lab and, of course, that means > only one class is testing at a time; keys falling off computers; running out > of battery in the middle of the test; and you don't even want me to go on!! > Does anyone else face this situation and, if so, how do you make it better > for the kids? Thanks. > > > [EMAIL PROTECTED] wrote: > Hello, my name is Amy Goodman and I am taking Nancy Creech's summer > reading > comprehension class. I will be graduating after completing student-teaching > in the fall and couldn't be more excited to finally begin teaching and > hopefully making the difference we all dream to make. > The Mosaic of Thought strategies have changed the way I look at reading and > reading comprehension. I hope to make use of these strategies throughout my > teaching career in every aspect and content area of learning. I understand > that these strategies have even been put to use when preparing students for > standardized testing. My question then, is how much do we stray from class > content to cover "standardized testing content"? As a new teacher I am at a > loss > between the two. Any suggestions or ideas on how to prepare for standardized > tests without "straying too far" or cutting too much course content? > Thank you in advance for your help, advice, and expertise. > ~Amy Goodman > > _________________________________________________________________ > Tease your brain--play Clink! Win cool prizes! > http://club.live.com/clink.aspx?icid=clink_hotmailtextlink2 > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
