What i've learnt about pre-tests in maths class

After my recent presentation on promoting thinking, one of my points was moving from a focus on the final result for achievement to looking at progress (acknowledge James Nottingham for the prompt for this idea). Everyone agreed in principle that this was a wonderful idea! After a question, however, I thought that I should explain what I've learnt about pre-testing.

 

When to pre-test?

• There must be time for feedback - you cannot adequately pre-test in a particular lesson or at the start of a topic and hope to gain reliable information that you can use to differentiate learning. Rather, I suggest pre-testing a week in advance, which will give time to review students work and then plan for differentiated learning.


• The test should not be a full period and should not include challenging working mathematically questions. If should contain basic knowledge and skills only.

What to pre-test?

• Fundamental concepts that you wouldn't plan on teaching - this would provide valuable information as to whether students have the prior knowledge expected. If students don't, then doing this a week in advance will provide opportunity to differentiate learning at home to help get students a good foundation for the new topic.


• Basic concepts in the usual teaching program - most teachers would include these in a pre-test.


• All content in the teaching program - this would allow the most diverse range of information and provide information on those students who may already know most of the topic. It should be a short pre-test however.

 

Feedback to give students

• Giving students a mark of 0/20 on a pre-test is demoralising, even if you explain that students may not know any of the content and that we are trying to find where to start.


• Deciding not to return pre-test papers to students is not an option as students won't value it and may expect that the teacher will just throw them in the bin.


• Returning the pre-test papers with post-test is a good option, although the mark alone could be misleading due to the level of difficulty of questions. If you use exactly the same questions students will have seen them before. If you just change numbers, students know what to expect and may limit learning.


• Give feedback on skills. Rather than giving any marks (or even ticks!) give students a feedback sheet (or use a sticker to quickly tick and stick). Example of feedback can be on a scale Elementary, Developing, Fluent. The objectives can be linked to dot points, e.g. (A) can add or subtract fractions (B) can multiply fractions (C) can divide fractions.

How to pre-test

• Let students know that you will be starting a new topic in a week or so and you want to find out if they have learnt any of it already - they may not have and that's okay!


• Give them a 20 minute test testing a few foundational concepts, mostly basic concepts, ultimately all broad parts of the knowledge and skills in the topic.


• Give students feedback on whether they are developing or fluent at each of the broad areas being tested.


• Give students feedback after a post-test about how they have progressed.


• There are obvious implications for individualising learning, but I'll leave that for another time.

 

Have you tried pre-testing? What have you learnt?

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Promoting Thinking Mathematically

Rather than setting our students low level tasks that result in students being good at the routine, mundane and familiar, we need to push students outside their comfort zone and give them things that they cannot do. When faced with this, they are forced to think mathematically.

‘We need more challenge and less instruction, since it is from challenge that one grows in body, mind and spirit.' (Matthew Lipman, 1991)

Click here to download the full presentation: 

Relationships is what teaching is all about! Give students a reason to learn.

This inspirational talk brings the back to the core fundamentals of teaching - getting students from point A to point B by having relationship with them, believing in them and operating positively with them.

[ted id=1728]

Are your students Maths Anxious? What to do about it...

In the Sydney Morning Herald on 29 July, Sarah Buckley writes "Relax, there’s nothing to fear in mathematics but fear itself"

 

Students suffer maths anxiety because they highly value mathematics as a disciple, but have little control over. The problem with maths anxiety is that it is a cause of declining mathematical performance.

 

paradoxically, it is socially acceptable, even desirable , to show a lack of interest or ability in maths

 

The solution for students suffering from Maths anxiety is to give them a sense of control over their understanding.

• Student achievement will reduce anxiety and lead to further achievement - students need to directly see that they have achieved a level of understanding and that it is not basic understanding. We should focus on progress rather than simply the final score on a summarise test.


• Students having a safe environment where other students will not judge them for mistakes will also be beneficial.


• Giving students worked examples that they can follow or hints along the way (either to all students or without other students knowing) could be helpful.


• Students preparation before a lesson through KhanAcademy for example or pre-reading will help to give them confidence when starting a lesson. Possibly even prepping a student tact you will ask them a specific question can help them to develop confidence.

Do you have any other ideas of how to minimise maths anxiety?

 

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