A few days before our unit test, I gave students the following directions:
Look back to everything you have learned starting with the microscope. Using your notes, handouts and your textbook, create a fair test that includes content about microscope and slide preparation skills, identifying cells and cellular structures under the microscope, lab safety rules, and an overview of the 6 Kingdoms of Life.
The students were very engaged in creating a practice test with an answer key, and their tests were actually really thoughtful.
On the following day, students exchanged tests with other pairs and then were graded. For HW, over the weekend, students were to review the tests they created as well as the tests that they took. On Monday, we had a quiz show, which the kids were just over-the-top excited about. They loved it so much, they wanted to have a similar quiz show for math. I asked students to write down questions that were new to them or that they got wrong during the game so they could add them to their study guide.
I used the students questions to create questions from the test. Some were questions they had answered during the quiz show, and other were the questions directly from their practice tests. Tuesday was the day of truth.
I looked back at our first disappointing test and the averages in the two classes were a 64% in 7F and a 65% in 7P. For our second test, there was a 10 point increase in both class averages: 74% in 7F and 75% in 7P. I wasn't sure what to expect, but I was hoping that most students would do well. The case is that a few did well and most passed, hence the low average. Still, I think the 10 point increase is significant and a small success. I believe the students who failed are students who relied solely on the time we spent reviewing in class and spent no time at home preparing.
I am using more cooperative learning activities in science class now (i.e. JIGSAWS, 3-minute review, team-pair-solo) more often in I am hoping that the class average on our next test can be comfortably in the 80-90 range. I plan to use this method again, though there are some drawbacks. It does involve several days of preparation prior to the test, and as I found, some students are content to rely only on the time we spend together in class as their review time. What do I do with these students? I am reluctant to give them more of my time if they do not take any time on their own to prepare. I don't assign students any science homework (except to finish work they've started in class), so I think it's a reasonable expectation to have them study for tests on their own at home, especially if we've already devoted so much class time to reviewing.
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Wow, sounds like a pretty intense review process, but definitely worth the time spent. A ten point increase is quite a jump! I'm sure your approach is motivating for the students, knowing their questions will be included on the exam.
ReplyDeleteDuring conferences this week, I made it a point to ask students how much time they spent at home reviewing science and social studies notes because many kids had strong classwork grades but low evaluation grades. Diane and I don't assign social studies and science homework, so we expect them to review their notes at home. That clearly hasn't been happening. I agree with you that it is reasonable to ask them to put a little time in each night, although holding them to it is another story. It's really out of our hands unless we had them track it somehow and even then...
I joined ASCD this year and I just received the first of five books I'll get throughout the year. I thought of you as soon as I saw the title- Productive Group Work. It's around 100 pages, so I'm going to read it this week and I'll pass it on to you before the winter break. Maybe we can find some inspiring new ideas in it!
It's hard to believe that June is on the horizon.
ReplyDeleteAssessments in math have improved, overall. This is essentially because the practice quiz is the quiz I give, with the numbers changed (though even after going over it together, some kids still go wrong on the actual quiz). I've used this for most of the quizzes I've given, though not all. For others, I've used the examples I've given the kids and used them in the assessments, sometimes even with the same numbers, to assess for process.
Science hasn't been as successful. There's no way to make up a practice quiz and then "alter" the questions on the actual assessment. I've become militant about flash cards, but can't rely on the kids to devote "sufficient time" (and this is different for everyone) to studying well ahead of time.
Anita, if you still have that book, I'd be interested in checking it out this summer.
How are things with everyone else's goals?
Happy Mother's Day, by the way. What am I doing on this blog on a Sunday? Well, just waiting for Lou to fall asleep for her afternoon nap and updating a blog I keep on her for her grandparents.