Parallel Testing Strategy – Spence Rogers attempted by M. Thornlow

1. Parallel Testing Strategy – Spence Rogersattempted by M. Thornlow “You know how when you make a copy of a copy, it's not as sharp as... well... the original.” – Doug Kinney #3

2. Basic Ideas • Students are more receptive to learn when they feel success • When students are willing to be taught, classroom management is not an issue • No two students learn at the same rate • Test anxiety can overwhelm the best student • If you learned it you can remember it, if you memorized it you will need to rememorize it • Research has shown multiple choice tests lower test scores

3. Qualifying to take the test • Students must turn in “qualifiers” in order to have the opportunity to take the test for a grade • ALL students take the test whether or not they turn in the qualifiers • Test grades are recorded for all students – this is so you can look back if necessary • Qualifiers are ALL or NOTHING. If they are not all completed the student’s grade will not count on this round

4. Re-Testing • Students have two in-class opportunities for all tests • This allows students who didn’t “get it” the first time to show mastery, and students who did not complete qualifiers an opportunity to try again • Students are also offered a third round after school if necessary • Each round requires new qualifiers in addition to all previous qualifiers

5. Format of test • Test is broken down into TEACHER MADE objectives • Each objective gets its own test grade • Grades can be A or B or Not Yet (NY) • Any objective that is passed by a student on a GRADED version of the test is then omitted by that student when taking subsequent versions • The last objective is always “Distributive Practice” • Should be approximately 45 minutes total

6. Qualifiers • First round (R1)– any homework deemed by teacher and the practice test • Second round (R2)– any test corrections from R1 plus new work for objectives on which the students received a NY (any unfinished qualifiers for R1) • Third round – student designed work (they know what works best for them) any test corrections from R2 (any unfinished qualifiers for R1 and/or R2) • Using colors for qualifiers HELPS ALOT

7. During the test • Students use a knowledge folder/wall • Usually made in the 15 minutes before the test • Contains anything the student wants to have on hand to help them • Students have one opportunity to read THEIR folder or the whole wall • Students must attempt all questions • “I don’t know” is a valid answer that receives no credit • When students finish, have an assignment they can begin – especially after R2

8. Grading the test • At the end of each objective the rubric for receiving an A or a B should be written out for students to see • Teacher decides how these should be broken down • As you grade, mark A/B/or NY for each objective (I grade one objective at a time) • Grades go in NC Wise after second round as follows

9. Key points • Students are “allowed” to be slow learners – parallel testing • Students receive rewards for accomplishing goals along the way – grading by objective • Students see more value in doing homework –qualifiers guarantee a 60 on a test • Students constantly review material – distributive practice • Teachers know what concepts students are learning – grades by objective • Students reloop the material based on individual needs – grading by objective