Testing

=Assessment=
 * [|Colorado Growth Model]

=Testing= What do teachers do after tests? How effective is the time?

Original email Date: Fri, 16 Jan 2009 16:53:02 -0600 From: Cathy Loomis To: pedagogy@list.nsta.org Subject: reviewing a test My coworker and I were discussing how we handle tests and going over the results with the students. She hands back the test and discusses the material with the students. I do not do this. I pretty much tell them the score, and if it is a written test hand it back. If students have questions, I handle it on an individual basis. We both teach physical science, 10th grade students. She feels it is important to discuss the results. I agree on the importance, but time is so short, and the students are at such different levels that what one student wants to discuss, another does not. We were thinking of having the students look at the test individually and reflect on what they did correct, incorrect, how much they studied (or not studied), etc. I'm not sure if this is worth the time (until I try it out of course). I was wondering if anyone could share what has worked (or not worked) with them regarding discussing test results.

Responses

 * My practice is to hand back tests and the students’ homework is to go through the test at home. For each question they lost points on they have to determine if the points lost were due to a misread of the question or not knowing the science...If it is the latter, they need to develop a question to ask the next day and/or make a notation in their notes to be sure to revisit the information for further study. If they didn't understand the question then we talk the next day about how to approach the question better. [Joyce Hooley-Bartlett]
 * This is not mandatory: Write correct answer and explain why they got it wrong. I give a few minutes in class to ask questions, but it is primarily homework. The "explain why" helps eliminate straight up copying from friends in the class. Corrections are generally "due" 4 - 6 days after the test. However, I do two things differently. First, I do give 1/2 point back for every corrected point done thoroughly, with the highest you can "earn" with test corrections is an 89%. (So the only way to get an A is prepare well ahead of time). For major math exams, I give them a packet with all of the problems worked out, so that they can compare the correct work to their work and identify exactly where they made their error. Again, the explanation of their error is really important. [Christine Mytko]
 * There is never a test that I don't have a handful of students who missed the test. And of course, they never come back at the same time, or take the test soon after. [Becky Dickerdorf]
 * In theory, I think it’s very important. However, for most of my students, they are very disengaged/bored etc to go over a test. I have not felt that it was a good use of class time. [Tara Spitzer-List]
 * My students all have the opportunity to look over their tests. Those who do not receive 75% or higher are given the opportunity to do some remediation work over the chapter then retake the test. My goal is for the students to learn the material. By retaking the test students can learn from their mistakes and improve on their previous score.[ Karen Henman]
 * I only go over questions or issues that the class, as a whole (a majority, more than a few) had issues with. I don't go over each question, but I do provide a key and take individual questions. As a student I used to hate it when the teacher would go over the entire exam in class. If I did well, I was bored, if I did poorly, I was miserable and too upset to care about what I did wrong. Maybe if the teacher had waited a day or two to go over it, my emotions would have calmed down.[Monica Unseld]
 * I always would hand back their graded tests, and then review the entire thing with the whole class. I like to make sure that they understand concepts before moving onto a new concept. It also seemed to give closure to the students before tackling something new. They seemed to need that.[Elizabeth Blake]
 * I think it is critically important to go over tests. It's part of the learning process, not only for content but also for test-taking skills. I usually pass back their answer sheets and then the tests. They quietly look over the questions that they missed and try to figure out what the correct answers are. Then we go over as a group- we discuss ones that were missed. This is the first year that I have consistently done this and while it takes time, it has been helpful to all. Students are aware of their careless mistakes and how questions are worded and they tell me it helps them in future tests. It helps me if they - often correctly- point out that some answer choices are nebulous. Sometimes I even hear them say "NOW I get it!" (If they'd only gotten it before the test!) For short answer/ completion questions I tell them how I graded them, and if they have individual "concerns" I take care of those one-on-one later in the period. I'd give it a try. It really only takes 5-10 minutes. Just don't let them get argumentative.[Kathy Hallett]