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Don’t Stop Teaching!

Don’t Stop Teaching!. Working Smarter to Increase Learning as Measured by the State CRT. Test Preparation, Historically Considered. Experts provided Item development Analysis of data Reports to schools and parents on what students do and do not know But not the why or how.

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Don’t Stop Teaching!

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  1. Don’t Stop Teaching! Working Smarter to Increase Learning as Measured by the State CRT

  2. Test Preparation, Historically Considered • Experts provided • Item development • Analysis of data • Reports to schools and parents on what students do and do not know • But not the why or how

  3. Common Test Preparation • Just taking more tests • Finding out how well/poorly students performed on tests • Focusing instruction on specific standards more than others • Getting lots of sleep and eating a big breakfast on the day of the test

  4. Common Test Preparation • We weren’t sure this was the best means of doing anything other than reinforcing how much students hate taking tests. • We knew this often confirmed what teachers already knew about their students’ ability levels.

  5. Smarter Test Preparation To assist students in dealing with high stakes testing situations • That doesn’t encroach on valuable teaching and learning time • Using best instructional practices

  6. Postulates About Test Items • Test items have their own structure and internal language. • Test questions can be categorized by type (i.e. easy, medium, difficult). • Test questions can be utilized as a basis for student-generated questions.

  7. How to find out the why and how Ask the students!

  8. The “asking the students” method • What do you do to prepare for the CRT? • What do you do? • What do you do? • What do you do? • What do you do? • Can you be doing anything to prepare for the CRT?

  9. Working smarter with teachers and students Washoe County School District teachers asked 8th grade students why they were missing test items and to “think like test makers” in preparation for the state CRTs.

  10. Ask the Students • Teachers provided students with some test questions. • However, instead of focusing on the answers, teachers had them analyze which type of question was being asked.

  11. Ask the Students • Students wrote their own questions in each of the categories.

  12. Ask the Students • Within the next few weeks, the students were tested with a state CRT test. • Students were provided with a survey.

  13. The survey said… • Students think the following helped prepare them:

  14. Research by Marzano • Instructional strategies that address student beliefs and attitudes and the establishment of instructional goals exert significant influence over improving learning. (Marzano, 2007, p. 122)

  15. Research by Marzano • The gains on the CRT/HSPE would be as follows: • Maximum Gains: Instructional strategies addressing student beliefs and attitudes would produce gains of 37 scale score points on average. • Substantial Gains: Those addressing the establishment of instructional goals would produce gains of 36 scale score points on average. • Adequate Gains: Those addressing the analysis of information would produce gains of 27.5 scale score points on average.

  16. Most Effective Instructional Strategies for CRT Preparation • Test preparation strategies that can address student beliefs and attitudes: • Teacher-student conference about test preparation (i.e. Do they want to do well? What are the perceived consequences of doing poorly? How much effort do they think is involved in doing well?) • “I Can” statements • Student Checklists (http://www.washoe.k12.nv.us/intranet/resources/studentchecklist.html)

  17. Highly-Effective Instructional Strategies for CRT Preparation • Test preparation strategies that can address the establishment of instructional goals: • Strategies on the previous slide and… • Continuous Classroom Improvement Model (Plan, Do, Study, Act) • Rubric-based scoring • Descriptive feedback • Student discussion of test preparation strategies • Student discussion of exemplary responses

  18. Effective Instructional Strategies for CRT Preparation • Test preparation strategies that can address the analysis of information: • Strategies listed on the previous slides and… • Constructed/written response items • Students write their own easy, medium, and difficult test questions. • Students indicate whether practice assessment items are easy, medium, or difficult.

  19. Considering Student Learning

  20. Thank you for joining us today! If you have any questions, please contact your school Site Trainer, or the WCSD Data Management System Team at EdusoftTraining@washoe.k12.nv.us

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