Recommendations by Teachers and Principals Relative to Preparing and Motivating Students for HighSta

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Recommendations by Teachers and Principals
Relative to Preparing and Motivating Students for
High-Stakes Testing
Dr. Viola Supon Professor Bloomsburg
University 3206 McCormick Center Bloomsburg, PA
17815 570-389-4994 vsupon_at_bloomu.edu
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The number of students tested annually has
skyrocketed as all 50 states have exams in
operation, with even more gradesseven in
allrequired to administer tests. (Foote, 2007,
p. 359)
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With the increase of testing in our schools,
teachers and principals need to recognize their
role and commitment to student performance
relative to state-mandated testing.
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Objective

• To identify strategies for preparing and
  motivating students for high-stakes testing.

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Motivation

• In the context of schooling, motivation can be
  defined as the extent to which students are
  involved in trying to learn (McMillan, 2007, p.
  299).

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Journal Entries (by a student teacher)

• March 22, 2006
• Today, to review for the state exam, my
  cooperating teacher had the students work in
  groups of 3 or 4 to complete a practice test
  exam. To go over the answers, she had students
  hold up a red piece of paper if the answer was A,
  a white piece if the answer was B, a green piece
  if the answer was C, and a blue piece if the
  answer was D. I learned that doing this simple
  activity made the review a lot more fun for
  students.
• March 24, 2006
• Today all of 8th grade went to the town movie
  theater to see "The Pink Panther." The movie was
  their reward after a long week of state testing.
  I learned that rewarding the students for efforts
  on the state tests is beneficial because students
  have something to work for.
•  

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Teachers Recommendations
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Teachers Recommendations continued

• Develop a wall chart focusing on assessment
  areas.
• Practice Tai-Chi focusing on breathing
  techniques.
• Prepare a breakfast buffet for students planned
  by teachers.
• Point out test prep strategies focusing on test
  preparation ideas (sharpened pencils, eating
  habits, sleep, how to read the questions).

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Teacherscontinued

• Synthesize curriculum alignment, curriculum
  mapping, and curriculum benchmarking.
• Organize collaborative teaching.
• Attend workshops to incorporate resources into
  your lessons.
• Model test taking (students can hear, see, and
  understand how the teacher is finding the answer
  to the question).
• Practice positive statements.
• Organize Pajama Day or Pillow Day.

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Teacherscontinued

• Recognize the importance of
• Highlighting
• Note tags
• Note books
• Graphic Organizers
• Use rubrics and word walls in student friendly
  language.
• Explain artifacts in regular instruction.
• Ex Rulers
• Demonstrate assessment released items.

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Teacherscontinued

• Repeat test taking vocabulary and identify
  vocabulary development exercises.
• Embed test taking lessons within content areas.
• Ex open ended questions
• Change the daily classroom assessments to
  correlate to the state standards.
• Use Study Island.
• Illustrate reading prompts and scoring.

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Teacherscontinued

• Plan varied means of instruction.
• Use your states department of education
  resources.
• Use results from your assessments to drive
  instruction.
• Prepare neon colored posters with motivational
  statements.
• Use writing and math activities.
• Share responsibility for tests.

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Mrs. Baer - Principal
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Mrs. Baer (continued)

• Speak to students individually.
• Provide pencils/stickers. Tips are printed with
  motivational slogans on the pencils.
• Forward a newsletter about the test to parents
  and guardians including testing tips.
• Organize tutorial needs for students.
• Have a Hall of Fame highlighting student
  achievement.
• Arrange for students in a higher grade to talk to
  students that will be taking the test for the
  first time.
• Provide a DCR, a Daily Cumulative Review, which
  is looping.
• Employ a math and literacy coaches to assist
  teachers.

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Principalscontinued

• Formulate in-service sessions.
• Discuss curriculum alignment facilitate the
  process.
• Use data analysis data driven decision making.
• Organize benchmark assessments .
• Produce opportunities for collegiality.
• Assist in materials selection.
• Prepare grant application.
• Use tip cards on teachers desks.
• Show empathy.
• Teach students a prep class.
• Lower the class sizes.
• Generate more technology in the classroom.
• Prepare and deliver high-quality instruction.

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Final Thought

• Educators must be bold, innovative, and implement
  strategies to help students obtain educational
  gains that increase their test scores. This
  demonstrates the noted efforts by dedicated
  teachers and principals to have students succeed.

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References

• Ediger, M. (2002). Assessing the school
  principal. Education, 123, 90-. 94.
• Foote, M. (2007). Keeping accountability systems
  accountable. Phi Delta Kappan, 88(5),
  359-363.
• Furman, R. L. Grasinger, M. F. (2005). In
  search of the a silver liningThe impact of
  state mandated testing on the principals role.
  Pennsylvania Educational Leadership, 25(1),
  63-70.Hellyer, J. (March 27, 2006). Taking
  stress out of test. Bucks County Courier
  Times, C1-C3.
• Hess, F. M. Rotherman, A. J. (2007). NCLB and
  the competitiveness agenda Happy
  collaboration or a collision course? Phi Delta
  Kappan, 88(5), 345-352.
• Hurren, B.L, Rutledge, M. Garvin, A.B. (2006).
  Team testing for individual success. Phi
  Delta Kappan, 87(6), 443-447.
• McMillan, J.H. (2007). Classroom assessment
  Principles and practice for effective
  standards-based instruction. New York Pearson.
• Snyder, S. (2004, February 8). Philadelphia
  schools adopting a test preparation program,
  The Philadelphia Inquirer, B4.
• Visit Study Island