My students have finished the state MEA testing. We did that a couple of weeks ago. A lot of people are up in arms about it and the state seems to be running away from it as a result. My kids had a great experience and appreciated the interactive nature of the test, the more relevant problems and the more rigorous content that more closely represents our work in the classroom. But that isn't what this post is about.
This past week my students have been working on their NWEA tests. The NWEA tests are given in my school in the fall when students return, in the winter to check progress and in the spring to look for growth over the school year. If I were king of the world, which I have been reminded I am not, I would not give returning students the test in the fall since we have their spring data but that's just me. I also would have year round school......
Anyway, my students took their NWEAs. They are taken on the computer and give an immediate score rather than having to wait for weeks or months for feedback. The kids have their scores, reports and breakdowns from each testing cycle. The test is a total of 53 questions and allows them to work in all of the domains. They can push the test beyond or below "grade level" depending on their actual skills. Over time we get a pretty accurate picture of what they are capable of doing at that given moment in time.
This spring as my students took their test, they consistently did a couple of things that made me very very happy;
1. They wanted their previous scores from the year. They had set goals and wanted to keep it in mind as they were working. They knew where their weaknesses were in the past and have spent a lot of time this work working to build up weak areas. They also have had opportunities to explore interests. My algebra / "8th grade" students especially took advantage of this. Several students have been exploring logarithms, sine/cosine/tangent concepts, and were into quadratics before we ever got there as a class. They had noted on previous tests vocabulary and skills that they were given that they did not understand.
2. They asked for what they needed- they didn't wait for me to remember! Students asked for markers, paper, gum, white boards, erasers....they didn't wait for me to notice or guess what they needed. I happily replaced paper with white boards or vice versa , handed out more chewing gum or got snacks for the child who said they were hungry, and when I couldn't give them manipulatives for testing (not allowed :( ) I gave them extra paper so they could make their own. I had several kids create their own algebra tiles!
3. They made changes in their seating and environment- several students switched seats multiple times during testing. They weren't intrusive to other people so I stayed out of the way and let it happen. They got drinks when they needed it. They decided together, as the test began, to dim the lights some so they could really focus. Sometimes students would stand and stretch, excuse themselves to the restroom and one student even asked to take a walk. I said yes. They used the wiggle cushions for their feet, their backs and to sit on.
4. They took their time. We have 90 minute math blocks four days a week and 45 minutes once a week. My students know how to focus and work efficiently but they also know how not to be pressured. When they were done testing and brain tired for the day, they told me and we paused the test. We worked on them another day. That was easy for us to do because the testing takes place in my classroom on laptops that I have set up on the desks and tables.
5. I had a couple of students ask to listen to music. This is one that I'm still not sure of and one that we certainly will have to be careful of to make sure that a) the music is appropriate for school and b) they aren't being given an unfair advantage by listening to anything that might help them with a question, like math formulas that they should know, etc. The students raised their math scores significantly.......hmmmmmm.
When the students finished many students wanted to know when they would get their reports. Students who did not meet the end of course score began planning how they could demonstrate proficiency in those areas that were still low and how I could assess their mastery levels. It began a dialogue that put the kids in control of how hard they are going to work for the remainder of the year. One student didn't feel that she would have time to finish her work before we let out for summer in late June. She and I will continue to work over the summer if necessary. Her idea. I am happy beyond words.
We are a proficiency-based program. These assessments are one way that students can demonstrate growth over time as well as their strengths and weaknesses. We need assessments. We need assessments that give feedback to students, teachers and parents so that we can make adjustments and plan for next steps at the individual level right through the district level. Without testing, I would have no idea if we were on track compared to other schools and states. I want everything for my students, including their success no matter where they go or what they choose to be. Every door, every opportunity; that is what I want for each and every one of them. Testing is one way to help us measure our steps on that path.
