Wednesday, August 26, 2009
Thoughts on ITED's.
We are asking for your feedback regarding changing our current testing model at Carroll High School. We are looking for any suggestions or ideas on how or where we may test, or any other ideas you may have relative to our testing. Example; Math with Math instructors, Science with Science, etc. Also, what test you feel should be administered and there needs to be a rationale given to support your suggestions for any change/modification. Lets make this a productive blog.
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I think we should give the fewest number of required tests. Maybe during a faculty meeting look at a list of students who have scored low or dropped in scores last year--possibly some teacher might feel that they could "get" to that student and could request that he/she be added to their testing room.
ReplyDeleteThanks for you comment- I hope more staff are going to offer their thoughts and rationale.
ReplyDeleteDo we have any information on what a majority of schools in Iowa are doing with testing? Is it possible to find out what schools may have seen growth in testing scores? It's the old "reinventing the wheel" concept again. Just like an effective classroom, we can learn from others.
ReplyDeleteI agree with Linda. We need to reduce the number of tests we give students to increase the chances of getting their best effort. Also, several Math teachers tie the students ITED score to points in the classroom. Taking the Math test in Math class also seems logical
ReplyDeleteI agree that we should give the minimal amount of tests necessary. Possibly even look at only testing the grades needed to report out on. I don't know that having kids take tests in the rooms according to the type of test will work (reading in English, etc.). For example, not all students are currently taking an English class so they would not have a spot for that. I do agree with Linda's idea of "choosing" kids we think we can help.
ReplyDeleteI definitely think that we should only give the mandatory tests. I was talking with a math teacher that stated we could and possibly should incorporate student's ITED scores into an actual grade in their math class. With 3 years of math now required, virtually all juniors will be taking a math class. All freshmen are required to take a math class. That is just one example.
ReplyDeleteI agree with the comments already posted. We need to give fewer tests and I think we should take math tests in the math class, science in the science, etc. Obviously there would be a few students that may be missed but alternate place could be given for those.
ReplyDeleteI don't think that we should forget about the incentives that we offer students who improve or score well on the test. I know this is bribing kids, but if we can motivate them to want to do well and to make an honest effort, why not?
ReplyDeleteI understand the rational behind not wanting to test students too much. I'm trying to think outside the box and direct my thoughts in the opposite position. What if students were tested monthly? It could be explained to students that some tests would be tied to their classroom grades and some would be strictly used as a measurement to their growth. They wouldn't know to which test was be used for what. You would have a lot more data to use for comparison and you could actually see who are those messing around and those who are really deficient. Doesn't practice make perfect???
ReplyDeleteDitto on dropping the # of tests! I think if the kids knew that they only had to take 2-3 tests and these were given during their regular class periods (math in math class...), they would try harder. The idea of counting the score in their grade in some way is an interesting one (some of us already give them bonus points in math for improving their scores). I would be willing to go through the scores with my math classes instead of in homeroom, maybe with a more simplified version of goal setting that wouldn't take up a lot of class time. Goal setting with Math I last year had great results-but we only took one day to do it.
ReplyDeleteThe government mandates that we take certain tests. Take only those tests, unless a curricular area feels another test would be beneficial to them, in which case they can set up the test for their students. Minimize the disruption, maximize your result. As much as possible, test students in rooms and with instructors they already with a certain subject matter. My ITED small group hasn't outperformed the other small groups the previous two years because I am filling in answers; students associate my room (and me) with reading. Math and science are somewhat different animals–reading comprehension measures only a small part of what should matter in an English classroom. Didn't our keynote speaker mention a "crisis of meaning" in education? Nothing makes students feel more disconnected to education than standardized testing (and the same goes for many teachers). Nothing is less authentically meaningful than student performance on standardized tests. ITEDs are neither relevant to students' lives nor particularly rigorous in their assessment of proficiency. So do what we are obligated to by law and spend the rest of our limited time, money, and energy on teaching.
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ReplyDeleteIt is amazing to see how well students really can perform on these tests in different settings, proven by not only our small groups that test out of homeroom to the re-test situation where nearly all showed VAST improvement. All of your ideas are very intriguing and definitely are moving us toward a solution that hopefully will create the best possible testing situation with minimal disruption. It is great to read all of your posts. Thank you!
ReplyDeleteI agree with most about the number of tests being reduced. The reality is that we still need these test scores up. I would like to know more about people's thought on new incentives. I also have a real concern about using my homeroom's I-growth data as a career goal which was earlier suggested. I teach none of my homeroom students this semester in a curriculum-based class. How does their score reflect my ability or inability as a teacher?
ReplyDeleteGive the minimum number of tests required. Doing any more is nuts.
ReplyDeleteIf we really want to raise test scores, tie them into graduation requirements. Require a proficient score at minimum to graduate from CHS. Watch the scores rise when they mean something to kids.
That's just it...there's no accountability. Only reward, and that just isn't working anymore.
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ReplyDeleteI think we only need to test the 3 main tests as many other schools do. Maybe the opt-out ticket is not as valuable as it once was. Many of the students tank it during their sophomore year so they can opt out of a semester test during their junior year. Our incentives need to be looked at possibly.
ReplyDeleteI agree with the students taking fewer tests. I think this is a case where less is actually more. If the students know they don't have to take all those tests they will make more of an effort. I know from having read the ITED tests to special ed. students last year that at some point they just start filling in the blanks so they can get the test done and go on to the next.
ReplyDeleteI will pile on. Student will focus better on three tests than 6 or 8, or whatever it has been.
ReplyDeleteOur focus for evaluating students needs a fundamental shift at the secondary level. One goal of the Iowa Core Curriculum is to better prepare students for post secondary opportunities. We should evaluate how our students are prepared for ACT, SAT, and tech program entrance tests. However, I think we need to only test for reading, math, and science.
ReplyDeleteMy comment is that whatever is decided at the High School should also be implemented at the Alternative School. Obviously, I feel it would benefit the students here to take the minimum number of tests required.
ReplyDeleteTHIS IS A COMMENT BY MICHELLE PAULSEN:
ReplyDeleteBy High School, students don't see the value in the ITED, NWEA tests unless they are going to get something for them such as an ACT score to get scholarships or getting into college.The more we test, the less they will try unless they see a tangible reason to be diligent in their test taking.