Reviewing test: Lack of student involvement

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Reviewing test: Lack of student involvement

by Daniel Hanson

Feb 27, 2013

This post is more a comment and hearing others' opinions than one looking for suggestions (although suggestions are more than welcome).

Today I had planned on reviewing last week's chapter test, which on the average, students in Spanish I and II did not do well on. I didn't want to have the students do test corrections and be able to recuperate some (half) of the points the lost because they didn't know the answers in the first place. I had just done that on the previous chapter test and don't want the students to get to thinking that they will always be given that opportunity if they do poorly the first time on assessments.

So, today I created a PowerPoint, called on students to read questions, called on students to answer them, and explained why the answer was the correct one.

Here are some of the reactions:

- First period was fine with this activity, although it took up the majority of the period (50 questions on the test). (They are a great gro...See MoreThis post is more a comment and hearing others' opinions than one looking for suggestions (although suggestions are more than welcome).

Today I had planned on reviewing last week's chapter test, which on the average, students in Spanish I and II did not do well on. I didn't want to have the students do test corrections and be able to recuperate some (half) of the points the lost because they didn't know the answers in the first place. I had just done that on the previous chapter test and don't want the students to get to thinking that they will always be given that opportunity if they do poorly the first time on assessments.

So, today I created a PowerPoint, called on students to read questions, called on students to answer them, and explained why the answer was the correct one.

Here are some of the reactions:

- First period was fine with this activity, although it took up the majority of the period (50 questions on the test). (They are a great group of kids to start with in terms of motivation and behavior. Plus, they are just waking up since 1st period starts at 7:30 a.m.)

- In the next two classes, I had a few to a couple of students ask when passing back their tests that if they did the corrections on the test, would they get points for it. They didn't like my reply that we were going over the test answers so they could see why they missed those problems and so they would understand it better in preparation for the Unit benchmark test in a couple of weeks, when they would be tested over 3 chapters. They had a disinterested look on their face with that reason/response.

- Some students were laying their heads down or looking at electronic devices until I called on them to read or state their answer. Again, showing their disinterest in going over the answers.

Does it seem like to you that there are more students who are like this?

Yes, I know the setup for this type of activity isn't super engaging, but reviewing the answers and seeing why they got answers wrong is important, right?

As you probably could tell, I was a little disheartened by today's review, mainly because of the lack of interest of some of the students in reviewing the learning and improving it.

I'm not particularly looking for suggestions on how to structure this better, but those posts are definitely welcome, too.

Thanks for listening.

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Vet Teacher On 2/27/13, Daniel Hanson wrote: > This post is more a comment and hearing others' opinions > than one looking for suggestions (although suggestions are > more than welcome).

Was this unusual? This could not have been the first chapter test you gave this year. Do your students normally do well on your chapter tests? That would be...See MoreOn 2/27/13, Daniel Hanson wrote: > This post is more a comment and hearing others' opinions > than one looking for suggestions (although suggestions are > more than welcome).

Was this unusual? This could not have been the first chapter test you gave this year. Do your students normally do well on your chapter tests? That would be my question.If they normally do well, then this is just an exception. If not, then this was no different than any other test and then you're really asking a much larger question.

We live in an increasingly disengaged society - we've certainly gone through some unsettling years of late and in general, today's young people are disenchanted and discouraged.They've been raised in a time of instant gratification - get bored, flick the channel to another and another and another, fast food, can't wait for food or much else. We are an entitled society and it can't be surprising that kids are the same.

What outcome do you want? This is why we're told to and many teachers do try to entertain while they teach - they try to teach in an entertaining way. Americans are the most entertained people on the planet with a million television channels to watch, new movies coming out constantly - kids and adults alike look to be entertained.

A great deal has to do with the community in which your school is located.America's middle class is under strain to say the least and discouragment abounds. Did these kids want to take Spanish? Not everybody is well suited to studying a second language and many schools don't give kids a choice about taking a second language. I do try to make my classes fun and upbeat though it's hard to do that everyday but I think fewer and fewer kids are able to look ahead at the future in a positive way.

I've actually found in all my classes and I teach several subjects that going over a test is the worst - I don't do it anymore. The kids hate it, it's Boring they say. I tell them - come to me at study hall if you want to know why it was wrong. I will give retests but it's a completely different retest that though does retest the same skills. The outcome I want is that they learn the material. I won't give them namby pamby points for making corrections but I will give them an entirely new test on the same skills. I can't do that more than twice but here I find it gives them something to shoot for and it increases the probability that they will try again and do better the second time around. I myself don't learn everything the first time around, I'm not perfect and my learning style is one that needs some time to chew on things, try it and several times before I get it straight.

> Today I had planned on reviewing last week's chapter test, > which on the average, students in Spanish I and II did not > do well on. I didn't want to have the students do test > corrections and be able to recuperate some (half) of the > points the lost because they didn't know the answers in the > first place. I had just done that on the previous chapter > test and don't want the students to get to thinking that > they will always be given that opportunity if they do > poorly the first time on assessments. > > So, today I created a PowerPoint, called on students to > read questions, called on students to answer them, and > explained why the answer was the correct one. > > Here are some of the reactions: > > - First period was fine with this activity, although it > took up the majority of the period (50 questions on the > test). (They are a great group of kids to start with in > terms of motivation and behavior. Plus, they are just > waking up since 1st period starts at 7:30 a.m.) > > - In the next two classes, I had a few to a couple of > students ask when passing back their tests that if they did > the corrections on the test, would they get points for it. > They didn't like my reply that we were going over the test > answers so they could see why they missed those problems > and so they would understand it better in preparation for > the Unit benchmark test in a couple of weeks, when they > would be tested over 3 chapters. They had a disinterested > look on their face with that reason/response. > > - Some students were laying their heads down or looking at > electronic devices until I called on them to read or state > their answer. Again, showing their disinterest in going > over the answers. > > Does it seem like to you that there are more students who > are like this? > > Yes, I know the setup for this type of activity isn't super > engaging, but reviewing the answers and seeing why they got > answers wrong is important, right? > > As you probably could tell, I was a little disheartened by > today's review, mainly because of the lack of interest of > some of the students in reviewing the learning and > improving it. > > I'm not particularly looking for suggestions on how to > structure this better, but those posts are definitely > welcome, too. > > Thanks for listening.

Feb 27, 2013

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