Joyful Assessment

For test warriors and worriers, here are some ways to reduce test stress and make assessment fun and fearless.

•          Before the test: For review, students can create board or electronic games such as Jeopardy or Millionaire. Assess their questions for clarity, complexity, and breadth of content and their answers for accuracy. For review, they can play each other’s games and also peer-assess them.
•          During the test: On a selected choice or completion test, students can include this statement next to their answer. I think I may have gotten this question wrong because_____ although I do know/understand the topic and here’s what I know_______________.
•          After the test: Give students the opportunity to post the questions they thought were most difficult or confusing. (Display numbered index cards at their seat, post on a sticky note board or enter on Padlet.com.) Identify the 3 most prevalent ones- review/reteach the content and concept behind the question and let them reconsider their answer before submitting.

Outcome: Less stress and higher test scores all around

Test Anxiety: Warrior or Worrier

As it turns out, there is a gene that influences our reaction to stress and has a bearing on how students handle high stakes tests. In any high stress setting or situation, the brain releases dopamine, preparing us for flight or fight. The COMT gene acts as a metagene, regulating how dopamine is managed after a stressful experience. In one version, the dopamine is quickly cleared out allowing a student to concentrate more fully on the test. In the other version, the flow of dopamine is slower to clear out leaving students in a lingering state of low-grade worry. Blood tests show that those with the fast cleaning gene do better on high stakes test while those with the slow cleaning gene do better on classroom assignments.  

In perspective, being a test warrior or worrier is not better or worse, just different, and most of us are a genetic balance of both.

To learn more about the COMT gene, follow these links.
Goldman, D. (2010) Gene x Environment interactions in complex behavior: First build a telescope. Biological Psychiatry. National Institutes of Health, February 15, 2010, 67(4):295-296 http://ncbi.nlm.nih.gov/pmc/articles/PMC2963164
http://www.pbs.org/newshour/extra/features/science/jan-june13/stress_02-18.html

One Thing

In City Slickers, when asked about the meaning of life, Curley answers by saying you have the find the one true thing.

In education, it’s not brilliant CCSS lesson plans, more testing, or high tech devices.

It’s formative assessment- no matter what subject, grade, or test.

Commit to using it every day

            Start a lesson with a signaling activity, entrance slip, or Padlet on incoming knowledge

            During the lesson, check in frequently with concentric boxes, colored cups, or a learning slide

            At the conclusion check for bumps in the road, 3-2-1 summary, or quizlet

Then choose a fitting response: Go deeper, move slower, select another reading, group differently. All of this will add up to student success.