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Failing the Test Doesn’t Mean I’m Stupid By Bonnie Chambers, Director of Unit Assessment Dorene Medlin, Science Education Albany State University, Albany,

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Presentation on theme: "Failing the Test Doesn’t Mean I’m Stupid By Bonnie Chambers, Director of Unit Assessment Dorene Medlin, Science Education Albany State University, Albany,"— Presentation transcript:

1 Failing the Test Doesn’t Mean I’m Stupid By Bonnie Chambers, Director of Unit Assessment Dorene Medlin, Science Education Albany State University, Albany, Georgia LearnLab’s Annual Learning Science Workshop

2 The Problem Our students in the College of Education maintain a 2.5 minimum GPA to stay in the program Our students received good grades in course work BUT Our College of Education students were not passing the state licensure test (GACE)

3 Observations Grade Inflation? Could answer questions critically Could apply content to solve problems Could interpret scenarios knowledgably Oral Expression? Use colloquialisms Use informal language Language diversity?

4 Observations Writing? Can the students do constructed responses? Not using science language Write informally R U cing this? Social networking? Do not explain responses Social networking 140 characters? Add lots of fluff without substance Do not consider audience

5 Observations Content knowledge? Familiar with content standards Not knowledgeable with using Familiar with content Do not make connections between the standards and content Lead to question: WHY?

6 Assessment What state licensure test? GACE – what is it? Score and trends Historical Why now?

7 Reflections Review Standards What do they mean to the students? Review Courses Are we using standards-based instruction? What is standards-based instruction? Oversight on courses taught out of College of Education? Review Program Components What courses teach science content? Is the content aligned to standards?

8 Potential Causes ISCI Classes Not in COE Lack of Alignment between content and standards Lack of Connection between content and standards Lack of student conceptual understanding About how to identify the content needed to know for the standard Scared of science – ECEC Science not emphasized in elementary classrooms About how to link science to other content areas

9 Interventions Program Review NCATE and Outside consultants Reflect on course organization What is taught? How taught? Why taught? Overt use of standards – syllabi and content Improve test taking strategies Model tests on GACE – selected and constructed responses Teach how to answer constructed responses, context clues Read all distractors Screen for GACE preparedness Modify assignments GPS File folder and interactive notebooks

10 Impact Faculty Development Focus on overt use of GPS in courses Focus on linking GPS and content Course Development Identify GPS with specific content Align syllabi in College of Education Inform and/or educate outside faculty regarding GPS Student Development Overt use of GPS Help students practice use and development of GPS

11 For the Future Interdisciplinary planning GACE seminars and study sessions Use GPS file folders for review Patience

12 Thank You and The End Questions?


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