Student Self-Portraits as Test-Takers: continued
In addition to student reaction to test items, what goes on in a student’s classroom on a day-to-day basis is critical to success or lack thereof on standardized testing. Two separate studies reported
a mismatch in Wellesley and Worcester, where test scores of students using pencil and paper to respond to MCAS writing prompts significantly under-represent the quality of the written work the same students do when they use a computer, their usual mode of classroom work. (Page 3)
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For science teachers, this is a most critical point. Let’s assume your students do science, and are assessed by you in a way that matches the learning environment (i.e., performance assessment) as they should be. Do standardized tests using multiple choice as the exclusive test modality adequately measure your students’ knowledge or ability? Probably not.
So, what’s a science teacher to do? Do you need to abandon laboratory work, performance assessment, and problem-based curriculum? Should you focus your and your students’ energy on learning facts and regurgitating them on multiple choice examinations so they can "do you proud" on the standardized test? We’ll come back to that in a bit.
Another intriguing point made by the authors is "that no single test will motivate all students in the same way." In other words, student background and current situation will influence their perception of the test and their performance on the test.
| Our sample of MCAS drawings suggests that some students, about 20%, may appear willing to comply with test requirements without comment. Another 20% work diligently, think about problems, and feel confident as test -takers. However, for a sizable third group of students, MCAS may have neither an uplifting or even a neutral impact. For these students, MCAS evokes more cynical, even despairing, responses of boredom, helplessness, anxiety, and anger. (Page 3) |
There are grade-level differences in student self-perception and reaction to standardized testing. The longer students are "in the system," the lower opinion they have of both themselves and the testing experience.
| Grade level differences in MCAS drawings suggest that students for whom MCAS will "count" in a life-changing way are, indeed, aware that "failing" MCAS could result in repeated attempts to achieve passing scores at best, and in not graduating from high school at worst… But while the younger students combined anxiety with a large dose of diligence, students in the secondary grades combined anxiety with anger and a high rate of "nonspecific negative" responses. (Page 4) |
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Science Education Reform Index
