5. Testing one, two, three

Testing one, two.

This we believe (NMSA, 2010).

* Varied and ongoing assessments advance learning as well as measure it. Varied Assessments

We are testing. Our students have been drilled and skilled on the board, illustrating concepts on whiteboards, using Google Forms, creating study guides individually, in pairs, and in groups. Throughout the year I have shared, “It is all about the question!” I ask myself, “Are they ready?” So much depends on extraneous variables; but will they meet growth? I honestly do not know. But yesterday, as good as gold, they began the testing week.

We are not allowed to discuss any part of the test with them. Some students will take as many as six academic exams. All students have three more days of testing next week, and students taking Earth Science and Algebra will take the End of Course exams two days the following week. (I am feeling an element of fatigue that is beginning to surface.)

But, enough about the test; there are things a teacher must be prepared to do before, during, and after testing. First, students need to be comfortable in the classroom. I have placed my students in alphabetical order in the past and when given a test they had to sit in this format. This year I had them choose a place they were comfortable, and had them sit there for each test. Second, any evidence that can help students on the test must be removed or covered in the classroom. Third, for online tests, every laptop has to be initiated by the homeroom teacher. (I had to log in and activate each student’s computer. This took about 30 minutes.) One of our biggest concerns is that the computers will have a glitch. (I only had one yesterday and was able to log the student back in successfully.) Fourth, all testing materials (paper, pencils, headsets...) are placed in a central location and must be picked up and signed for prior to the test. Fifth, during the test, a Testing Do Not Disturb sign is posted on the classroom door. Sixth, students are monitored by a teacher and a proctor/monitor during the test. Finally, after the test, all materials are returned to the testing coordinator. We all breathed a sigh of relief when all materials were safely returned to the locked area.

I cannot explain the stress we feel as teachers, as administrators, as students; but it is real. Whew! One down, five to go!!

Advice

1)   Be sure and talk to a teammate to be sure you have all the passwords and procedures clear. In North Carolina, you are electronically connected to your school. Put your passwords in a safe place. Have a mentor who will remind you of everything! (:

2)   Schools have test preparation training and manuals provide scripted instructions. Use a highlighter to ensure you give exact directions to children.

3)   Work with your team to decide what type of activities, schedules, stress-relievers will take place after the test is complete. Testing is stressful. Consider engaging activities. (Yesterday students who had finished their “foldable” played Kahoot (an electronic competition) to review statistics and geometry. We will work on examining colleges and tuition costs, and paint next week.)

4)   Get to school early on each day of testing. My carpool buddy said, “We need to be at school at 6:30.” (We are usually at school by 7:24.) "What?" I thought. Wow! I was so glad we did. We were both ready when the children arrived. 

5)   Be patient with everyone, including yourself. (: