Standardized testing and my reflection

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Standardized Testing Chatboard

Standardized testing and my reflection

by muse

Jun 4, 2011

I taught new skills several weeks ago and explained in great detail how to do something. Most wrote the information down on paper. Recently, I had a student ask me about the skill. I explained it all again. Instead of students referring back to their notes, they wrote everything I did again on paper. When I noticed this, I told them to go back a few pages to their old notes. They looked at me weird. Finally someone said, "oh. I don't keep those. I just do that because I'm in class." I asked her what she used to study and she said she just "listens" and that's "all i do." If she was a great student, I might agree, but she doesn't have one of those memories and she is earning a C. Checked her other class grades and she's pretty much a C student which isnt' bad,of course, but she could do better if she didn't think we will give her all the questions and answers in a review before every test.

I was reflecting on my own test review practices and I was talking to a few other teacher...See More

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j.e. What a thoughtful and interesting discussion. I don't recall ever being taught HOW to use my notes when I was in school. That doesn't mean the teachers didn't do it; I just don't remember. Having the kids utilize their notes to answer questions in a class discussion or to create their own study questions from the notes might help. I think Karen's s...See MoreWhat a thoughtful and interesting discussion. I don't recall ever being taught HOW to use my notes when I was in school. That doesn't mean the teachers didn't do it; I just don't remember. Having the kids utilize their notes to answer questions in a class discussion or to create their own study questions from the notes might help. I think Karen's suggestion of a checklist is a good one. They could go on a 'scavenger hunt' of sorts.

On 6/04/11, Karen M. wrote: > On 6/04/11, muse wrote: >> I taught new skills several weeks ago and explained in >> great detail how to do something. Most wrote the >> information down on paper. Recently, I had a student ask >> me about the skill. I explained it all again. Instead of >> students referring back to their notes, they wrote >> everything I did again on paper. When I noticed this, I >> told them to go back a few pages to their old notes. They >> looked at me weird. Finally someone said, "oh. I don't >> keep those. I just do that because I'm in class." I asked >> her what she used to study and she said she just "listens" >> and that's "all i do." If she was a great student, I might >> agree, but she doesn't have one of those memories and she >> is earning a C. Checked her other class grades and she's >> pretty much a C student which isnt' bad,of course, but she >> could do better if she didn't think we will give her all >> the questions and answers in a review before every test. >> >> I was reflecting on my own test review practices and I was >> talking to a few other teachers.. We decided we need to >> review differently next year. for example, I tend to be >> too specific in my review items (vocab recall, grammar >> identication, reading comprehension), so I need to reach >> the higher thinking skills more. >> > > I realize that this is going to cause more work for you, but > couldn't you set up some sort of notebook review as part of > your grading system? It isn't just test review practices. > The kids need to learn how to take notes, how to refer back to > notes, and how to use those notes to be able to study for a > test (final exam??). Require them to keep a notebook all > year. You could do random checks (that would keep them on > their toes!) or you could set up some sort of schedule. > Depending on the age, you could develop some sort of peer > review where they check for specific items and use a > checklist, which then gets turned in to you.

Jun 4, 2011

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muse I did this years ago. I required a 3 ring binder and I had categories. I told them where to put what information and so forth. I reviewed with the notebook. Did it work? no. I think the primary reason it didn't work was the school gives out duotangs (those paper notebooks with the metal tangs to hold in paper). The kids and parents EXPECT to use th...See MoreI did this years ago. I required a 3 ring binder and I had categories. I told them where to put what information and so forth. I reviewed with the notebook. Did it work? no. I think the primary reason it didn't work was the school gives out duotangs (those paper notebooks with the metal tangs to hold in paper). The kids and parents EXPECT to use these. It's hard to organize papers when the kids have those blasted things instead of a 3 ring binder. The kids who did use a binder were the kids who already had the organization skills and they took right to it. The others? It was a battle I fought all year with little gain except my grey hair. But, perhaps I'll try it again next year.

On 6/04/11, Karen M. wrote: > On 6/04/11, muse wrote: >> I taught new skills several weeks ago and explained in >> great detail how to do something. Most wrote the >> information down on paper. Recently, I had a student ask >> me about the skill. I explained it all again. Instead of >> students referring back to their notes, they wrote >> everything I did again on paper. When I noticed this, I >> told them to go back a few pages to their old notes. They >> looked at me weird. Finally someone said, "oh. I don't >> keep those. I just do that because I'm in class." I asked >> her what she used to study and she said she just "listens" >> and that's "all i do." If she was a great student, I might >> agree, but she doesn't have one of those memories and she >> is earning a C. Checked her other class grades and she's >> pretty much a C student which isnt' bad,of course, but she >> could do better if she didn't think we will give her all >> the questions and answers in a review before every test. >> >> I was reflecting on my own test review practices and I was >> talking to a few other teachers.. We decided we need to >> review differently next year. for example, I tend to be >> too specific in my review items (vocab recall, grammar >> identication, reading comprehension), so I need to reach >> the higher thinking skills more. >> > > I realize that this is going to cause more work for you, but > couldn't you set up some sort of notebook review as part of > your grading system? It isn't just test review practices. > The kids need to learn how to take notes, how to refer back to > notes, and how to use those notes to be able to study for a > test (final exam??). Require them to keep a notebook all > year. You could do random checks (that would keep them on > their toes!) or you could set up some sort of schedule. > Depending on the age, you could develop some sort of peer > review where they check for specific items and use a > checklist, which then gets turned in to you.

Jun 4, 2011

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j.e. I hate duotang folders!! At least, as a 'working' notebook. Even if you had a different duotang for each category, they'd lose one, or not put the papers in. they are a pain in the neck!

On 6/04/11, muse wrote: > I did this years ago. I required a 3 ring binder and I had > categories. I told them where to put what information and so...See MoreI hate duotang folders!! At least, as a 'working' notebook. Even if you had a different duotang for each category, they'd lose one, or not put the papers in. they are a pain in the neck!

On 6/04/11, muse wrote: > I did this years ago. I required a 3 ring binder and I had > categories. I told them where to put what information and so > forth. I reviewed with the notebook. Did it work? no. I think > the primary reason it didn't work was the school gives out > duotangs (those paper notebooks with the metal tangs to hold in > paper). The kids and parents EXPECT to use these. It's hard to > organize papers when the kids have those blasted things instead > of a 3 ring binder. The kids who did use a binder were the kids > who already had the organization skills and they took right to > it. The others? It was a battle I fought all year with little > gain except my grey hair. But, perhaps I'll try it again next > year. > > On 6/04/11, Karen M. wrote: >> On 6/04/11, muse wrote: >>> I taught new skills several weeks ago and explained in >>> great detail how to do something. Most wrote the >>> information down on paper. Recently, I had a student ask >>> me about the skill. I explained it all again. Instead of >>> students referring back to their notes, they wrote >>> everything I did again on paper. When I noticed this, I >>> told them to go back a few pages to their old notes. They >>> looked at me weird. Finally someone said, "oh. I don't >>> keep those. I just do that because I'm in class." I asked >>> her what she used to study and she said she just "listens" >>> and that's "all i do." If she was a great student, I might >>> agree, but she doesn't have one of those memories and she >>> is earning a C. Checked her other class grades and she's >>> pretty much a C student which isnt' bad,of course, but she >>> could do better if she didn't think we will give her all >>> the questions and answers in a review before every test. >>> >>> I was reflecting on my own test review practices and I was >>> talking to a few other teachers.. We decided we need to >>> review differently next year. for example, I tend to be >>> too specific in my review items (vocab recall, grammar >>> identication, reading comprehension), so I need to reach >>> the higher thinking skills more. >>> >> >> I realize that this is going to cause more work for you, but >> couldn't you set up some sort of notebook review as part of >> your grading system? It isn't just test review practices. >> The kids need to learn how to take notes, how to refer back to >> notes, and how to use those notes to be able to study for a >> test (final exam??). Require them to keep a notebook all >> year. You could do random checks (that would keep them on >> their toes!) or you could set up some sort of schedule. >> Depending on the age, you could develop some sort of peer >> review where they check for specific items and use a >> checklist, which then gets turned in to you.

Jun 4, 2011

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muse yes, they are! I really wish the school would eliminate these "freebies" and just have parents provide cheap ones. Maybe I'll buy a truck-load of them this year for my students...

On 6/04/11, j.e. wrote: > I hate duotang folders!! At least, as a 'working' notebook. Even if > you had a different duotang for each category, they'd lose ...See Moreyes, they are! I really wish the school would eliminate these "freebies" and just have parents provide cheap ones. Maybe I'll buy a truck-load of them this year for my students...

On 6/04/11, j.e. wrote: > I hate duotang folders!! At least, as a 'working' notebook. Even if > you had a different duotang for each category, they'd lose one, or > not put the papers in. they are a pain in the neck! > > On 6/04/11, muse wrote: >> I did this years ago. I required a 3 ring binder and I had >> categories. I told them where to put what information and so >> forth. I reviewed with the notebook. Did it work? no. I think >> the primary reason it didn't work was the school gives out >> duotangs (those paper notebooks with the metal tangs to hold in >> paper). The kids and parents EXPECT to use these. It's hard to >> organize papers when the kids have those blasted things instead >> of a 3 ring binder. The kids who did use a binder were the kids >> who already had the organization skills and they took right to >> it. The others? It was a battle I fought all year with little >> gain except my grey hair. But, perhaps I'll try it again next >> year. >> >> On 6/04/11, Karen M. wrote: >>> On 6/04/11, muse wrote: >>>> I taught new skills several weeks ago and explained in >>>> great detail how to do something. Most wrote the >>>> information down on paper. Recently, I had a student ask >>>> me about the skill. I explained it all again. Instead of >>>> students referring back to their notes, they wrote >>>> everything I did again on paper. When I noticed this, I >>>> told them to go back a few pages to their old notes. They >>>> looked at me weird. Finally someone said, "oh. I don't >>>> keep those. I just do that because I'm in class." I asked >>>> her what she used to study and she said she just "listens" >>>> and that's "all i do." If she was a great student, I might >>>> agree, but she doesn't have one of those memories and she >>>> is earning a C. Checked her other class grades and she's >>>> pretty much a C student which isnt' bad,of course, but she >>>> could do better if she didn't think we will give her all >>>> the questions and answers in a review before every test. >>>> >>>> I was reflecting on my own test review practices and I was >>>> talking to a few other teachers.. We decided we need to >>>> review differently next year. for example, I tend to be >>>> too specific in my review items (vocab recall, grammar >>>> identication, reading comprehension), so I need to reach >>>> the higher thinking skills more. >>>> >>> >>> I realize that this is going to cause more work for you, but >>> couldn't you set up some sort of notebook review as part of >>> your grading system? It isn't just test review practices. >>> The kids need to learn how to take notes, how to refer back to >>> notes, and how to use those notes to be able to study for a >>> test (final exam??). Require them to keep a notebook all >>> year. You could do random checks (that would keep them on >>> their toes!) or you could set up some sort of schedule. >>> Depending on the age, you could develop some sort of peer >>> review where they check for specific items and use a >>> checklist, which then gets turned in to you.

Jun 5, 2011

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Karen M. I feel so old...We were required to keep one large spiral bound notebook for EACH subject, both in jr high and in sr high. Of course our parents had to buy them for us. My public school didn't provide notebooks, or pencils, or anything else (this was in the 70's). So require your students to buy whatever system you think will work the best. Use tho...See MoreI feel so old...We were required to keep one large spiral bound notebook for EACH subject, both in jr high and in sr high. Of course our parents had to buy them for us. My public school didn't provide notebooks, or pencils, or anything else (this was in the 70's). So require your students to buy whatever system you think will work the best. Use those duotang folders for project folders, homework folders, spelling word folders, communication folders, vocabulary folders, extra credit folders, Blooms Taxonomy folders, etc., etc.

On 6/05/11, muse wrote: > yes, they are! > I really wish the school would eliminate these "freebies" and just have > parents provide cheap ones. Maybe I'll buy a truck-load of them this > year for my students... > > On 6/04/11, j.e. wrote: >> I hate duotang folders!! At least, as a 'working' notebook. Even if >> you had a different duotang for each category, they'd lose one, or >> not put the papers in. they are a pain in the neck! >> >> On 6/04/11, muse wrote: >>> I did this years ago. I required a 3 ring binder and I had >>> categories. I told them where to put what information and so >>> forth. I reviewed with the notebook. Did it work? no. I think >>> the primary reason it didn't work was the school gives out >>> duotangs (those paper notebooks with the metal tangs to hold in >>> paper). The kids and parents EXPECT to use these. It's hard to >>> organize papers when the kids have those blasted things instead >>> of a 3 ring binder. The kids who did use a binder were the kids >>> who already had the organization skills and they took right to >>> it. The others? It was a battle I fought all year with little >>> gain except my grey hair. But, perhaps I'll try it again next >>> year. >>> >>> On 6/04/11, Karen M. wrote: >>>> On 6/04/11, muse wrote: >>>>> I taught new skills several weeks ago and explained in >>>>> great detail how to do something. Most wrote the >>>>> information down on paper. Recently, I had a student ask >>>>> me about the skill. I explained it all again. Instead of >>>>> students referring back to their notes, they wrote >>>>> everything I did again on paper. When I noticed this, I >>>>> told them to go back a few pages to their old notes. They >>>>> looked at me weird. Finally someone said, "oh. I don't >>>>> keep those. I just do that because I'm in class." I asked >>>>> her what she used to study and she said she just "listens" >>>>> and that's "all i do." If she was a great student, I might >>>>> agree, but she doesn't have one of those memories and she >>>>> is earning a C. Checked her other class grades and she's >>>>> pretty much a C student which isnt' bad,of course, but she >>>>> could do better if she didn't think we will give her all >>>>> the questions and answers in a review before every test. >>>>> >>>>> I was reflecting on my own test review practices and I was >>>>> talking to a few other teachers.. We decided we need to >>>>> review differently next year. for example, I tend to be >>>>> too specific in my review items (vocab recall, grammar >>>>> identication, reading comprehension), so I need to reach >>>>> the higher thinking skills more. >>>>> >>>> >>>> I realize that this is going to cause more work for you, but >>>> couldn't you set up some sort of notebook review as part of >>>> your grading system? It isn't just test review practices. >>>> The kids need to learn how to take notes, how to refer back to >>>> notes, and how to use those notes to be able to study for a >>>> test (final exam??). Require them to keep a notebook all >>>> year. You could do random checks (that would keep them on >>>> their toes!) or you could set up some sort of schedule. >>>> Depending on the age, you could develop some sort of peer >>>> review where they check for specific items and use a >>>> checklist, which then gets turned in to you.

Jun 5, 2011

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