Barbara Brown – Test Analysis Workshop

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Barbara Brown


Test Analysis Workshop

December 7, 2007

bkbrown@ccc
-
cable.net




Staff development


most of the time SPED has been left out of these types of
training, yet most schools in school improvement are
in school improvement
because of this subpop.



Staff Development


Have everyone on the staff take the test


the ENTIRE test.



Staff Development


work with each content area alone (social studies only,
science only, art only, etc). Put the test questions
in front of them. Put the
suggested ideas sheet. Let them cut and place problems or prompts in their
textbook where they think they can implement them.



Many times schools say, “If I did as well as the state then it’s okay”. Actually,
it’s not. It is st
ill counted against US so scores must be raised.



We need to sit down with SPED and ESL by themselves, and go over their
subpop item analysis.



We (coaches) need to continue her work. Maybe meet for a day or two in the
summer to do this.



Kindergarten teache
rs should look for the kids they taught and see if they passed.



1
st

grade teachers should look for the kids they taught and see if they passed.



2
nd

grade teachers should look for the kids they taught and see if they passed.


MATH



If framework says, “create
” it is on a synthesis level. Many simply match the
framework to the textbook and assume that the textbook teaches and tests on that
level when it does not. She believes that the verbs are what are killing us.
Example: Pg. 4 Framework 14.1 it says to “
Create a
data collection plan

after
being given a topic”. The students have to decide what TYPE of plan to use
(graph, line plot, etc).



In measurement


they really measured very little. Mostly “estimated”.
“Estimate the length of a …”



Vocabulary is ki
lling us. Example: Math logic problems


scored VERY highly
on
solving

logic problems but when asked, “What type of reasoning was used to
solve this problem (inductive, deductive)”. Students scored terribly. These
words are also used a great deal in s
cience.



Venn Diagram problem on page 12. Under geometry but there is no geometry
involved. This is simply compare and contrast (a reading skill). If kids knew
how to use a Venn diagram


in all content areas


they would understand how to
use this in ma
th.



You should never have to stop to teach “benchmark”. It should just be a part of
everyday life.





LITERACY



This is not a “reading” test. This is a “literacy” test


emcompasses all areas.



This is not a grade level test. No longer should we eliminat
e K
-
2 from staff
development on this test.


3
RD

GRADE



Vocabulary is killing us.



Content can help us by
-

instead of asking 5 multiple choice questions on a test,
give an open response that requires them to support it with proof from the text.



She pulled

all the practical texts from all the tests and give them to the art teacher
and she has them read it and actually make the thing. It really reinforces why it’s
practical and functional. Then, when the new test is administered, the kids can be
told to k
eep an eye on the practical text because that will be something they make
in art next year. It will become more authentic and relevant to them, then.



One question’s answer was “video documentary”. Now, probably the teacher has
shown videos but hasn’t us
ed the word “documentary”.



Context clues are not used in this test the way we teach it. Textbooks usually give
lots of hints. Mostly tested as “gist” clues, which means you have to read a lot of
the text to get the meaning.



3
rd

grade is the only grade
level that tests “recognize the relationship between a
pronoun and its referent”. Most of us think it is grammar but they have put one
question on the literacy test each year.


6
TH

GRADE



Main idea tested a lot. Trouble is that the four answers are so cl
ose that the kids
have difficulty deciding which is best. When we teach, we either ask for the main
idea or we give them multiple choice where one is obviously the right one.



We need to create multiple choice questions on main idea and create four very
cl
ose answers then work with the kids on how to decide which is best.



Text features: bold, italic, captions, footnotes, headings, subheadings. We rarely
ask the “why”. “What does the word at the bottom of the page tell you
(footnote)?” “What is the word

at the bottom of the page called?” Teach “Titles”
“Subtitles” “COPYRIGHT”!!!!!! (Question was “How do I know that the
material has been updated?”



“LITERACY ACROSS THE CONTENT AREAS” Frontloading reading. If
teachers would use this technique they woul
d have very little trouble with the
chapter. And it should be done before every single chapter. Use the text from
the test “Garbage Picker” and ask what do you think this is about. Then look at
the pictures at the bottom. Then ask them what else they
see (italics, numbered
paragraphs, titles) and THE UNDERLINED WORDS.







TEST PREP
-

SUBPOPS



IF THEY NUMBER A PARAGRAPH AND/OR HAVE UNDERLINED
WORDS, THERE WILL BE A QUESTION ON IT.



This is taught for remediation kids or sped


NOT IN REGULAR CLASS. R
uby
Payne said one of the skills that changed test taking in one state is to teach the
kids TO READ THE QUESTIONS AND LOOK FOR THE ONES THAT HAVE
A PARAGRAPH NUMBER, “In paragraph 4…” Have them read THAT question
and read THAT paragraph only to see if they

can get the answer. If it doesn’t
have a number go to the next question. On one test in one grade level all but one
had a paragraph number. If a special ed kid gets two questions because of this he
has bettered his score from last year.



Time is a hug
e factor. In Texas, there is no time limit on their tests. There are
some passages that I challenge you as an adult to read and complete within 30
minutes. Their tests are very similar to ours but we have better distractors.



SPED and HISPANIC


first st
art with questions and responses on their level and
teach the process. Then give them pieces from grade level text and practice with
them.



Use “My Mom Hates to Cook” as example.



You CAN use words verbatim from the passage


just teach them to put quot
es
around it.



They DO NOT have to write a paragraph. They just need the answer to the
question and some evidence to show the readers that they read the passage to get
the answers. Bullets/boxes/





SUPPORT YOUR ANSWER WITH TWO EXAMPLES FROM THE TEXT







.




Just having a sped student go to the window and be asked, “Do I need my
umbrella today?” That involves comprehension, analysis, and evaluation.











ANSWER


DETAIL/EXAMPLE


DETAIL EXAMPLE


TEST PREP



Pg. 37 and 39. Note the year/passage/question # after the MC question.



Pull al
l the questions below a certain percentage.



Have a grade level visit another grade level or coaches visit the grades. Like: I
take those 10 or 15 questions from fifth grade and visit 6
th

grade and ask them to
be detective. What about these caused you
trouble and why?

Then have them highlight any word or words that they didn’t understand.
Example: What would be the size of the wire you would cut to make this
triangle? (answer was 24, kid put 8 BECAUSE this side would be 8, this side
would be 8 and
this side would be 8) That is how we make triangles in the lower
grades.



A ton had the word “integer” highlighted.



Find questions (probability questions are good). One was missed because the
questions are usually phrased “Which _______ is MOST LIKEL
Y to be chosen”
but this one was phrased “Which _______ is EQUALLY likely to be chosen?”


If a student walks into a room and there are a bunch of statements written on the
overhead that he is to copy for his “notes”, is he taking notes? No


he is copying
. Now


some kids struggle because of disabilities. Giving that child a set of premade notes and
having him highlight the most important ones.