IMPROVING READING ACHIEVEMENT

BY IMPROVING

TEST-TAKING SKILLS

EAST CENTRALGRADE 4-8

1 1

but...but...

A Really Great Concept

Why bother??

Does this sound familiar?

First Child: Why do we have to take these tests?

Teacher: It’s just something we have to do.

Second Child: I hate these tests, and I don’t think I’ll do well. They make me feel bad.

Teacher: Don’t worry, just do your best. The tests don’t really matter.

The The realityreality is that tests is that tests do matterdo matter and students who lack and students who lack good test-taking skills are at a disadvantage.good test-taking skills are at a disadvantage.

Teaching test-taking skills:Teaching test-taking skills:

•Improves the validity of test resultsImproves the validity of test results•Equalizes educational opportunity for all studentsEqualizes educational opportunity for all students

•Applies to real-life situations, even beyond high school. Applies to real-life situations, even beyond high school.

The time is here and now.

East Central reading teachers are committed to improving test preparation and student

performance.

Beginning now, integrated into everyday teaching, focused in grades 4-8, analyzed over a 5-year period.

The fundamental purposes of testing are:

•To describe each student’s level of proficiency

•To identify strength and weakness

•To monitor year-to-year academic achievement

•To improve instructional strategies

Teachers and administrators may use standardized test results to support or question hypotheses made about individual students, but these scores must be used alongside other information...

• teacher comments• daily work• homework • class test grades • parent observations• medical needs• social history

…like:

Two roles for teachers:

Prepare the students psychologically for standardized testing.

Plan and execute learning activitiesthat enhance student competence on tests.

Students said they fail to seethe relevance of testing

to their lives.

There is a clear need to improvestudent attitudes about testing

and increase their motivation for doing well on tests.

PromotesPromotes Automatic Automatic ResponseResponse

Improves AttitudeImproves AttitudeToward Test TakingToward Test Taking

Increases Increases Test ScoresTest Scores

PracticePractice taking teststaking tests

ReducesReducesAnxietyAnxiety

√ Expect good results and model positive attitudes.√ Use motivational activities and provide incentives.√ Involve parents√ Discuss the purpose of testing.√ Discuss test formats.√ Correlate classroom activities with tests.√ Deal with test anxiety.√ Use correct test administration procedures.√ Provide a quiet, orderly test environment.√ Provide feedback on tests.√ Reward and celebrate success.

Some Test Tips

Go back and look over your work

Rest and eat healthy.

Look for key words.

Relax.

Believe these tests are important

Read questions before reading material.

Look at pictures and diagrams.

Look for clues.

Match test question to answer sheet.

Answer questions you know first.

GOALS/OBJECTIVES

District Annual I mprovementGoals in Reading

ÿ I ncrease the number of s tudentswho are prof icient in reading a t

Grade 8 on t he IT BS t est

ÿ I ncrease the number of s tudents

at Grade 4 who are at or abovegrade level on the GatesMacGiniti e Reading Te st

BASIC SKILLS SCORES

64

65

66

67

68

69

70

71

72

73

74

1996-97 1997-98 1998-99 1999-00 2000-01

8th Grade Reading Proficiency on ITBS

G A T E S R E A D I N G S C O R E S

0 0.5 1 1.5 2 2.5 3 3.5 4

Fall 2001 (as 4thGraders)

Spring 2000 (as 3rdGraders)

Fall 1999 (as 3rdGraders)

Spring 1999 (as 2ndGraders)

Fall 1998 (as 2ndGraders)

Average Growth from Previous Testing

S U R V E Y R E S U L T S

0 20 40 60 80 100

These tests are fun!

I get really worried.

Tests are OK.

Tests are boring.

I don't care.

Pre-Test

Post-Test

S U R V E Y R E S U L T S

0 5 10 15 20 25 30

Answer questions you know first

Match test question to answer sheet

Read questions before reading material

Look for key words

Read all answers before deciding

Use process of elimination

Don't know a word--Look for clues

Look at pictures and diagrams

Rest and eat healthy

Relax

Divide test into smaller time slots

Believe these tests are important

Go back and look over work

S U R V E Y R E S U L T S

0 10 20 30 40 50 60 70

I was less worried

Did not help me feelless worried

Made me feel moreworried

I really don't worryabout tests.

S U R V E Y R E S U L T S

0 10 20 30 40 50 60 70 80

Helped me a lot

Helped me some

Did not help me

District Actions• PowerPoint presentation slide show was

shown continuously during fall and spring parent/teacher conferences

• Overview of program was published in newsletter

• 100% of the teachers plan on using test taking strategies every year

R E F E R E N C E S• ITBS/TAP Reading Coach Series

• STANDARDIZED TEST PREPARATION for the Chicago Public Schools

• Taking the (T)error Out of Testing TEST TIPS FOR READING Heartbeeps Software

• Test Ready Plus --Test Ready Test Tips and Strategies

• PERIODICALS: Reading Today and Reading Research Quarterly

• SAT/ACT MATERIALS: Cracking the SAT--10 Real SATS Hot Words for the SAT 1

• Barron's How to Prepare for the ACT--Thinking Your Way to Better SAT Scores

• MISCELLANEOUS TITLES:• Children at the Center : Workshop Approach to Standardized Test Preparation, K-8• Get Ready for Standardized Tests: Read Better, Remember More• Standardized Test Practice for 7th Grade• Terranova Reading/Math: Standardized Test Skill Builders Grades 4-6

I’m glad I Bothered!