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Improving Test Performance

Improving Test Performance. Team 7 Special Services Teachers Alabama State Department of Education. Presentation Objective. Stress elements of instruction that result in improved student performance. Personal Commitment. Everyone wants to know how to improve test scores. Do you?.

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Improving Test Performance

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  1. Improving Test Performance Team 7 Special Services Teachers Alabama State Department of Education

  2. Presentation Objective • Stress elements of instruction that result in improved student performance.

  3. Personal Commitment • Everyone wants to know how to improve test scores. • Do you?

  4. Improving test scores means improving instruction.

  5. Improving Instruction Involves • Administrators as instructional leaders • Parents • Teachers -- most of all!

  6. Today’s Situation • “Everyone wants to improve, but nobody wants to change.” • Eaker and DuFour

  7. What Changes Will Bring Improvement? • Focus your curriculum. • Provide related test experiences. • Teach reading comprehension in all subjects. • Monitor what matters. • Make time count.

  8. Focus Your Curriculum • Begin with your teaching plan. • Use a pacing guide. • Align the written and tested curriculum. • Course of Study • Stanford Objectives • Local Guide • Eliminate less important topics and “edutainment.”

  9. Provide Related Test Experiences • Use timed tests occasionally. • Use bubble sheets. • Discuss questions & answer choices. • Reward progress. • Be familiar with Stanford Achievement Test -- Compendium and Compendium Supplement.

  10. Teach Item Attack Strategies • Read directions completely. • Read all phrases, sentences, or passages. • Read all answer choices before choosing an answer. • Eliminate choices that could not be correct. • Check your answer to be sure it makes sense. • Do not skip questions. • Do not change an answer unless there is a good reason.

  11. Teach Item Attack Strategies • Determine the number of steps needed to solve a math problem. • Note all the facts in a math problem before trying to solve it. • Look for key words that tell you what operation to use. • Look back at passages to find answers or clues. • Notice words such as greater, opposite, less than, all, estimate, … • Check your work after you finish.

  12. Teach Reading Comprehension in all Subjects • Use charts, graphs, tables, and maps. • Model the thinking process. • Ask higher-order thinking questions. • Focus on vocabulary and comprehension. • Activate prior knowledge. • Teach students how to use textbooks. • Assign functional, textual, and recreational reading materials. • Involve all students in thorough discussions.

  13. Be familiar with Stanford item formats • Basic • Thinking

  14. Basic If Joe buys a piece of pie for $1.25 and a cup of coffee for $.85, how much will he spent? Thinking If Joe buys a piece of pie for $1.25, a cup of coffee for $.85, and pays 8% tax on these, how much change will he receive if he pays will a $20.00 bill? Examples

  15. Monitor What Matters • Concentrate on specified objectives. • Analyze student performance. • Record and study results. • Celebrate progress. • Confront lack of progress.

  16. Make Time Count • Plan ahead. • Long term • Short term • Be prepared. • Materials ready • Knowledge of subject • Keep students on task. • Monitoring • Early finishers

  17. Teamwork Is Important • Expect success. • Be enthusiastic. • Communicate with parents. • Help students set goals. • Have high expectations. • Promote a school slogan/theme. • Share ideas.

  18. TEAM • T - together • E - everyone • A - accomplishes • M - more

  19. Daily Do List • Vocabulary work • Correct sentences • State and write objectives • Writing opportunities • Be there!

  20. Expect Success!

  21. Aim High • Don’t just do enough to get by…do enough to get ahead!

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