By Clayton Edwards, Posted October 10, 2014 – 

In an era in which schools are fighting to stay off state watch lists because of standardized tests, many of these institutions revert to simplifyingcurriculum, eliminating courses like social studies and science for extra math,and extensively practicing multiple-choice material. As a middle school math teacher entering my 12th year of teaching, I’ve been on the wrong end of a few standardized test results early in my career. I’ve worked to become a better teacher who garners better results, as noted from this MTMS article co-written with Brian Townsend. I’ve learned from my mistakes and can offer a few simple ideas that should help your standardized testing experience be more successful and less stressful while keeping high mathematical standards intact.

1. Math Understanding Matters

Whether you still use a textbook, employ a problem-based approach, or combine various materials: If students can prove their understanding, standardized tests will become much easier. Some teachers try to pick and choose specific items that they think will be on an assessment. My advice is to stick with teaching the standards and expect a lot from your students, as far as proof and understanding. 

We recently used the Dan MeyerSuper-Bear task. Even if students use a calculator, which I do allow, they must write out the entire process and prove the answers to the questions that they are investigating. Here are a few examples offering different approaches.

This link will take you to a listing of DanMeyer Tasks. I have used them all in my classes with great success.

My sixth graders finished a unit on exponents. I always have them write everything out to prove their responses. Many middle school students like to jump to the fastest answer that pops into their heads (e.g., 5 cubed being 15 instead of 125). When they write down the steps used in their thinking process, it helps them understand the problem and possibly avoid careless mistakes, two vital elements of successful testing.

When I assign a daily problem for the class, I don’t choose questions with multiple-choice answers, but instead choose more robust problems with multiple entry points and various ways to show understanding. I then give my students 10 to 15 minutes to collaborate on and discuss the problem. I often use problems off the Smarter Balance PracticeTest (click on “student interface” and use the guest login), similar to the example below.

Other good daily question sites that I use include these:

Estimation180

Would You Rather?

Graphing Stories   

At the end of the 15 minutes, we come together as a group. I randomly draw a name, and that student has to explain the problem to the class. I also give time for others to share various explanations. 

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 The focus is always on the understanding. My students get tired of hearing “prove it,” but that is what I enjoy most about teaching. If students can “prove it,” it is hoped that they won’t forget important concepts for testing. 

2. Push Improvement 

Let’s face it, most students are not going to go from the 2nd percentile to the 50th in one year. A student could improve the equivalent of two or three grade levels but still get placed in the nonproficiency category. From day 1, I tell students that as long as they improve from the previous year on these assessments, I will be happy with their performances. Setting that type of goal at the start presents a scenario that is doable for every student in the classroom, no matter the ability level. This goal is posted around my room and discussed daily.

I always have an improvement timeline posted to show students exactly how much time we have to improve before the next assessment. This goal is interjected into everything we do in class and becomes a way of life for students. They know that everything we do is beneficial for their improvement on these assessments. Therefore, everyone is committed to the same, attainable goal, which helps keep everyone positive and working hard to succeed. If this type of attitude can radiate schoolwide, it is hoped that students will eventually become proficient and that higher achievers will not plateau.

Check back in two weeks for the conclusion of my post. The next entry will feature ways to hold your students accountable for learning and how to match your high expectations in the classroom with testing practices and procedures.

Comment or question? Join the discussion by responding below.

Clayton Edwards, @doctor_math and cedwards@spartanpride.net, is a middle level mathematics instructor at Grundy Center Middle School in Grundy Center, Iowa. He is interested in the mathematical learning of all students of varying ability levels through self-pacing, task-based instruction, and other methods.