Chapter 14 Assessments Due April 13th
When assessing student achievement it is important to test only the student's knowledge of a curriculum area, not penalize the student for the disability. Keeping this in mind, describe the types of assessments and the ways to modify them
This is a difficult area for me. The most common modification on assessments is to give the student fewer answer choices, a word bank, and use of dictation for written answers. These help reduce stress on the students' part. However what I struggle with is this. Unless students take the KAMM for their state assessment then are testing modifications really preparing them for the high stakes tests that our students are also held accountable for? This is a question I have had with many of our teachers and we all struggle with this. If we give a student 3 answer choices on his multiple choice science test than will he/she really be able to answer questions on the state science test when presented with 4 choices? Are we doing them favors by modifying to the point that they are unable to maneuver a high stakes test? I do not like teaching to the test and really do not in my reading class. But I do like giving them test taking strategies. The 7th grade science teacher and I have come to the conclusion for her classes that unless they are taking the KAMM they will have all 4 answer choices on her regular tests during the year. We are trying this out this year and will see next week after the 7th graders take the science assessment if it was a good strategy to use. However with this being said these kids still receive testing accommodations in line with what they have on the state assessments. Let me know your thoughts on this. Like I said I go back and forth on this thinking and would like other opinions. In my reading class I do alot of on the spot authentic assessments that are not the paper and pencil type. This is extremely useful to me as their reading teacher but can be hard to document data wise.
ReplyDeleteI think the modifications are good. Yes, the KAMM is different, but that is what formatives are for. Keeping the modifications will help them on every day work. They need that too.
DeleteAccording to ksde.org., the criteria for modifications on the general state assessments is that in order to justify modifications on the state assessment, the student must be receiving those modifications on a daily basis. So if you are modifying the the tests in the classroom, the student would qualify for those same modifications on the state assessments if allowable on the modification list. Accommodations do not reduce learning expectations; they provide access.
DeleteThat's a good question. I agree with your idea to give 4 answer choices in order to prepare them for the assessment. It's too bad that so much of what we do is focused on those darn state assessments, isn't it. I think you're doing the right thing - it is probably what I would do.
ReplyDeleteSometimes I will re-write a test for my kids. In 6th grade, the teachers bring me the test, which they might have already modified and give me a chance to revise it. Sometimes I re-word the question if I know it's tricky. Another thing I do with a kiddo who is pretty low, is to color code his word bank words with the questions. If there are 8 questions, I will highlight 4 words and 4 questions yellow, then highlight the other 4 words/questions another color. This takes some of the stress out of it for him.
ReplyDeleteI have taken the test and even cut off some answer choices or made it less "cluttered" for my readers. It seems as though several of my students have visual issues as well so simplifying the tests makes a big difference.
DeleteCarol I do see your point. But at my age I just want them to know knowledge and get a basis. I do feel I always have how will they do on state assessment in the back of my mind and that does create the double edge sword of choice.
ReplyDeleteOne I do more reading test and if child is confused, not on state testing of course, we do reword and rewrite to make it in their language. I have a mental image if the class takes 20 minutes to do assessment than my kiddos need to finish in that time. So prioritize what they need and then do optionals after essential testing done. Many of the teachers down here let me grade test and I give partial credit if I have to help.
Spelling is the big credit for letter sequences gotten, the old CBM and I grade it. Kids try if there is a chance for getting part right. It is one of my fav testing to do.
I let kids try a nd write as much as they can and then para or I can finish. I write what they say. If it makes no sense, might ask for clarification, in their words, but that is about all. At our level not so bad on testing.
Have a child that is just learning letters, so when writing we do name, I say letter and child writes or they see letter and tell me. It is short and totally different from peers, but child always gives swagger when turning in work. Usually figure out something special to ask. Usually the last choice is right and child knows this. Peers always impressed how smart child is. Works.
But those state assessments I don't think I do great getting ready. I want themto get basics, so testing prep is sometimes secondary/. i need to reevaluate and redo. My kiddos haven't shown the growth they use to. There is a different clientel now, but not an excuse, I need to reach.I know I wandered off. Sorry.
We do spelling as a class instead of within units at our school, not my favorite. The students that come to me get lists from either their Spell Read lessons or the Fry sight word list. I make the lists and the tests. The tests are done in three ways: I have them write the word in a sentence (cloze), select it from four variations on the spelling of it and fill in the word with missing letters. It is more popular than just writing them out and they are more successful in transferring the information to other areas. I also grade my spelling on correct letter sequences rather than the whole word being right or wrong. I feel it rewards their studying and doesn't kill their grade if they get one letter wrong, but the beginning, end or vowel is correct. I won't lie, it takes time to make the tests, but once they are done, the kids really appreciate it.
ReplyDeleteWhen modifying tests at the Jr. High level, many of the teachers in our district use the same tools. Many use word banks - especially for science or social studies vocabulary, shortened essay question answers, fewer multiple choice answers (2 or 3 instead of 4), or sometimes even color-coding (blue answers go with questions 1-5, yellow answers go with questions 6-10). All of our Special Education students have the choice to have their tests read to them in the resource room (or a quiet environment) where they will not be disturbed. Most students are given no time limits and breaks if needed also.
ReplyDeleteDuring state testing, we test all of our students in Special Ed individually. It is time consuming, but well worth it. Some students are given a KAMM, the modified version of the KCAs. Unfortunately, we aren't allowed to give all of our students this modified state assessment, even though we wish we could!
As stated before: Accommodations do not reduce learning expectations; they provide access. I believe for some students testing orally instead of requiring the student to write the answer is a good way to check understanding. If you are testing reading then of course you cannot read it to the student. The most important thing to do is ask yourself, "What am I trying to find out from this child?" When it comes to state testing one should refer to the accommodations manual at: http://www.ksde.org/Default.aspx?tabid=2372
ReplyDeleteand use those accommodations throughout the student's school year so that they are used to these types of accommodations. Reducing the number of choices is acceptable if the student is taking the KAMM.