Area of Need<br />Students have difficulty taking tests because they don’t understand the language or intent of the questions. <br />“Often students do not know how to devise a plan to use for studying and are unorganized when they come to the test, which can result in lower test scores” (Bass et al. 2002, p. 27)<br />
Our Strategy <br />Identifying Key Words <br /><ul><li>Circle the word that tells you what to do</li></ul>Rephrase Test Questions<br /><ul><li>Student puts question in his/her own words</li></li></ul><li>Purpose of our Research<br />To see if explicitly teaching test-taking skills will improve students’ overall test-taking ability. <br />Increase test scores across subject areas.<br />Improve classroom assessment and high stakes testing scores. <br />
Rationale<br />How does this tie into school improvement?<br />Principal Highsmith identified that interpreting test questions is difficult for students across disciplines<br />Example: Algebra<br />Why is this significant? (“so what?”)<br />Nearly all subjects require some kind of high-stakes test<br />This project can ameliorate test-taking ability across disciplines<br />May lead to improvement of test scores<br />HSA, SAT, AP<br />
Population<br />Biology, AP Environmental Science, Social Studies, and English students<br />Beneficial to all students <br />Could help HSA and AP scores<br />
Strategy Justification<br />“In order to perform well on a test a student needs to develop effective strategies for reading, learning, and studying” (Bass et al. 2002, p. 27)<br />Peer-reviewed research supports the specific test-taking strategies that we have chosen (Chittooran & Miles 2001)<br />
Research Questions<br />Did our strategies help students become better test takers?<br />Do students use the strategies that we suggest?<br />
Description of Procedures<br />Administering pre-test of test-taking strategies<br />Teach mini-lesson on strategies (one per week)<br />Post-test to assess effectiveness of lessons<br />
Observation Guidelines<br />The following will be done at least three times during the study: <br />Look for supplemental marks on tests other than answer indication.<br />Look for student use of test strategy skills without being prompted. <br />
Sample question:</li></ul>1. How often do you circle or underline parts of a test question to help you answer that question?<br /> 1 – Never<br /> 2 – Not often<br /> 3 – Sometimes<br /> 4 – Very often<br /> 5 - Always<br />
Pre/Post Data Analysis<br /><ul><li>We analyzed our data using a paired T-Testto test for significance.
We wanted to know if there was a significant difference in students responses between the pre and post test surveys </li></li></ul><li>Pre/Post Data Analysis<br />We configured our survey results so that a 5 on the Lickert scale was always positive.<br />Scored student pre/post tests for each of our classes<br />Compared pretest and posttest results of each class using a T-Test (alpha level 0.05). <br />Compiled data across classes and compared pretest and posttest results using a T-Test (alpha level 0.05). <br />
Class Data – Ms. Meyer <br />1st period standard biology <br />n=15<br />Pretest Average = 18.5<br />Posttest Average = 17.8<br />p > 0.05 so the treatment effect was not significant <br />This means that implementing implicit and explicit instruction in our two test-taking strategies did not produce a significant effect. <br />
Observations/Student Work<br />I observed very few students using the strategies during class work<br />Results were slightly better when I looked at students quizzes and observed students while testing which was encouraging. <br />Ex. Organelle vs. Process<br />
Class Data – Mr. Stone<br />Data from 4 Periods of Academic English<br />n = 76<br />Pre Test Average = 16.50<br />Post Test Average = 17.42<br />p = .034034<br />Since p < .05, this means that implementing implicit and explicit instruction in our two test-taking strategies did produce a significant effect.<br />
Observations/Student Work<br />I observed a moderate amount of students using the strategies during daily class work. <br />However, during exams when students were reminded of the strategies and encouraged to use them I observed a greater number of students applying the strategies.<br />
Class Data – Mr. Davis<br />Social Studies<br />
Overall Results <br />After performing a T-Test using data from all of our students combined we found that our treatment effect was not significant<br />p = 0.0581 n=256<br />Since our data is approaching significance it may be that with more time and/or more data points the effect may be significant.<br />
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