Preparing Psychologically: "Why are we doing this, anyway?"

-Have a class meeting about WHY students have to take so many tests.  Ask what is a test, anyway, and why do teachers give so many of them?  Take the children's ideas first, and guide students to understand that the community and government want to make sure that kids are learning and teachers are all doing what they need to do to help.   Explain that the when people see areas in which kids don’t do well, the teachers will know there is a problem and can help kids do better.

-Set a purpose for test-taking.   I explain to my kids that the test scores will be published on the internet, in the newspapers, etc. for the community to see.  I stress that we want the community to know how hard we have worked and to be proud of us, so we want to do our best on the test to show how much we know.  We also discuss how it is important to do our best work on every task that is given to us in life, to have the satisfaction of a job well done. More often than not, a student will often bring this point up, making a much bigger impact than if I had mentioned it myself.

-Put the test into the context of other assignments.  At the beginning of the year, I show my kids a poster I made.  The poster has 4 different medals drawn on it, labeled as follows:

Bronze- Classwork, Homework

Silver- Quizzes

Gold- Tests

Platinum- Standardized Tests

I explain that each assignment they are given is an opportunity for them to show how much they know.  I show them pictures of Olympic medalists and explain the different types of awards.  Then I tell them in recent years, the schools have given another opportunity for students to show what they know, an award even greater than a gold medal- platinum.  I explain that these are the ‘big tests’ that parents see, principals, superintendents, the governor, sometimes even the president.  These are the most important tests and it is important to try hard on them.

-Explain test-related vocabulary.  We also discuss why the tests are called standardized tests (it's similar to standardized measurement units- everyone uses the same tools so it's easy to make comparisons). It's important to clear up any other test-related vocabulary the kids don't understand.  Many of the words are too large for them to really grasp, but since kids are the ones who have to take the tests, I think they should be taught to understand them.

-In your efforts to stress the importance of trying one’s best, do everything you can not to induce test anxiety by making this "The Big One". This is much easier in states that don't require mandatory retention when children fail standardized tests.  In those situations, you can assure the kids that only their attendance and report card grades determine whether they are promoted, and discuss the other motivations for doing well on the test that that they should have.  In states that do tie test performance into promotion, it's even more critical to put the kids at ease, because anxiety will cause them to do worse.  I try not to mention the test very often, other than in the context of preparation as a means to build student confidence.  For example, I'll say, "This reading assignment looks a lot like the FCAT is going to look.  This is going to be great practice, because when you see the actual test, you'll already know what it's going to look like!  There won't be any surprises!".  I'll also make comments such as, "You did so well on your geometry assignment!  When you have to identify solid figures on the FCAT, it's going to be no problem for you!  You are really working hard!".

-Don’t be afraid to express your own anxiety and stress over the test.  It’s normal to feel nervous, and it's often reassuring for kids to see that even grown-ups have to deal with testing pressure!  You can be an excellent role model for handling stress.  I tell my kids that most teachers don’t like giving the FCAT and most kids don’t like taking it, but the test is something that we have to do, so let’s stick together and do the best we can.  There’s a hilarious children’s book called “Testing Miss Malarkey” which depicts the children and faculty pretty much hanging upside down from the light fixtures by the time the testing week is up, and makes light of the fact that most educators and students have to face this challenge at one point or another.
 

Preparing Academically: "Will this be on the test?"

-Try not to reference the material on The Test much ahead of time.  In my opinion, kids should be learning what they need to know to read, write, do math, and be citizens of the world.  Each assignment should be valuable in itself, and kids don’t have to know whether it is preparing them for a standardized test or not.  The exception is when you explain to kids that they will definitely see particular material again, which motivates them to pay attention. Use this opportunity to build their confidence- explain that since they've already practiced the materials and format, when they see it on the test, it will be no big deal!

-Minimize the amount of materials you use that are formatted to look like standardized tests.  Most research shows that practice tests don’t have a huge affect on the final scores, anyway.  Much of test-prep work just makes kids want to scream everytime they see a paper with bubbles to fill in or a multiple choice question, and causes them to feel too burned out to try their best when it’s time for the real deal. It's great to have kids become familiar with the testing format, but there are so many more ways for children to demonstrate their know than through multiple choice questions.  This is especially true in science and social studies (or whichever subjects are not tested at your grade level)- you can use more authentic and interesting assignments for those areas in which students do not need to practice being tested.  Unfortunately, the trend in many places is to add test-prep materials for those subjects, so that students are doing test practice in every content area all day long.  I try to avoid that scenario as much as possible for the sake of my students' sanity.

-When you do give test-prep work, approach the whole thing non-chalantly and build up students' confidence.  Tell the students that you are going to show them a paper that looks a little bit like the state test they’ll be taking.  That means that when they do take the state test (or have their ‘platinum opportunity’ to show what they have learned), they will already know what it looks like and won’t have any reason to be nervous.  
 

-Practice assessing anonymous work samples as a class.  Kids love getting to be the teacher!  I put short answer essay responses from previous classes on the overhead and have the kids score them according to the same rubric that is used by the official scorers.  We talk about what responses would earn a "3" (the top score) and why, along with what is missing from the lower-scoring essays.  They show on their fingers what score they would give, 0-3, and talk with partners and groups why they gae the score they did.  This has really helped my students be mindful of what they are being assessed on.  After some practice, when a child turns in a poorly written response to a question, all I have to do is say, "What score would YOU give this?".  They will grin sheepishly and go back to their seats to correct it without a word.

-Teach test-taking skills (but don't become obsessed!).  There are some excellent tips here.



During Testing: "Can we take a break now?"

- Take all the breaks that are allowed, and find quiet activities for the children to do during them.  This isn't much of a problem with the FCAT in Florida- it's 'only' an hour a day for 2 days, and then 2 hours on the final day.  But in Maryland, the kids would test for up to 3 hours a day!!  One year I thought they might need to move around, talk, etc., but our breaks were usually only 5-10 minutes and it was too hard to get the students calmed down again for the next test section after they meandered around the room and played with friends.  I switched to activities such as these:

Silent math ball:  Using a store-bought inflatable math ball (or beach ball with numbers written all over it in permanent marker), have the students stand in a circle and toss the ball to one another.  Whoever catches the ball looks at his or her right thumb and the number under it.  S/he then says a number sentence that goes with it (ie, for 12, s/he might say 3x4=12 or 13-1=12) then tosses it again.  You can have each child toss the ball back to you and you can toss it out to a new person if you want to make sure it is fair and there are no wild throws.  Anyone talking during the game is out.  Variations:  Say a real-life math fact about the number your thumb is over.  For 12, you might say, there are 12 months in a year, or for 4 you might say, there are 4 legs on a chair.  You can also pass the ball around the circle instead of tossing, or sit on the floor and roll it.  With a mature group of kids, this can be done with several balls simultaneously, either in small groups or as a whole class. This is best done during the breaks for reading tests, so students aren't overwhelmed with math.

-Chalkboard drawing.  This can be free-time, or you can give specific directions, such as to draw a large triangle and then turn it into any object they wish (such a piece of pizza, rooftop, or diamond).  It should be a time that requires little thought and allows students to stand and use large rather than fine motor skills. This can be a silent time if you wish.

-Take a walk.  If the rest of the school is not testing, take a quiet walk around the school building, indoors or out, just getting some fresh air and stretching.

-Simon Says.  Take turns being Simon and creating actions for the rest of the class to mimic.  You may not want to have people sit out if they mess up because that not only cuts down on their break, but can incite some arguing about whether someone did something correctly or not and take away from the quiet of the game.  We play this silently, more as a mime activity, so as not to get the kids riled up before testing begins again.

-Clapping games. Similar to Simon Says. Have students sit on their desks or stand, just for a break from their chairs.  Clap out a pattern and have students clap it back.  Invite volunteers to think of the patterns.  This is best done when other classes are not testing.

-Read humorous books to the class, especially books about testing and school.  Try "Testing Miss Malarkey" by Judy Finchler for a hilarious look at the pressure that students AND teachers face during standardized testing weeks!

After the Test:  "Is it over now?"

- Have a celebration!  Let the kids decide what they want to do.  You can hold a discussion earlier in the week so that students can anticipate their reward throughout the testing period.  Everyone can contribute $1 towards pizza delivery, or you could watch a favorite movie and play games.  Extra recess time is also fun if the weather allows!

- Don't try to teach any new material the week of the test, even if testing is finished.  Most administrations will allow testing week to be a 'down time' in which students can complete art projects, watch educational videos, and do hands-on projects.  Remember that testing is extremely stressful for the kids, and it is a relief for them to just relax a little bit.  Putting any extra demands on the children right after testing isn't fair to you or them.

- Take time for yourself to relax and de-stress.  Happy hour with your co-workers, perhaps?  Take a day off to sleep in?  Buy yourself something special?  In many ways, it feels like the testing week is the culmination of all of the hard work you've put in for months.  You deserve a reward!

A final note:  Choose your school and district carefully.

I would not return in the fall to any school which required me to stress my students out, teach them inauthentically on a regular basis, and basically made me feel like my job was on the line if my students didn’t test well.  In my experience, the only thing standardized tests measure fairly accurately is the socio-economic status of the student body.  My district in Maryland was pretty geared up about the tests (especially since we had the second-lowest scores in the state- and, by no small coincidence, the second-highest rate of students living in poverty).   However, my principal was reasonably laid back and let us know that he has confidence in our teaching abilities.  He was not into excessive meetings and additional homework and lesson plans- his theory was that we should strive for a sound educational program all year long, and the test is just one piece of the big picture.  We made Adequate Yearly Progress (AYP) in every area for No Child Left Behind last year, and I feel that is evidence that our school was focused on the right things.  

Another school I have taught in had an opposite but equally successful approach to testing.  The administration felt that the students needed a lot of structure and explicit instruction in how to succeed in the standardized test format.  Our daily schedule was closely monitored and the vast majority of our materials were test-prep.  This scenario has the potential for disaster, but because of the administration's attitude, the set-up worked.  We as teachers felt supported because administration was closely involved and knew exactly what was going on, offering specific guidance as needed.  We had all of the materials we needed, and then some, and every resource was put into place to help struggling students so that one person was not left holding the ball when children were unsuccessful. 

The common factor in those two schools was a supportive administration who made decisions based on what was best for the students and teachers. Principals who operate out of fear and create a tyrannical working environment will have great difficulty retaining good teachers and keeping kids happy and motivated. In such schools, teachers are often afraid to leave because they've been duped into thinking that the next school could be worse, and that all teachers everywhere feel constantly under the gun to raise test scores.  I assure you, there *are* schools that are healthy to learn and teach in.  If standardized testing has made you and your students miserable, I would strongly recommend considering a transfer.  

Ideas submitted by other teachers (These are FANTASTIC!!)

From TallyTeacher- primary grade teacher:

You'd be surprised how this one stick of gum leaves an impression! As we talk about getting ready for our test...that's the first thing my kids ask...are we going to get to chew gum? They look forward to testing week!   We started this practice about 4 years ago...when all the high stakes testing took effect in Florida. We were looking for ways to help the kids relax..and gum seems like a cheap, easy thing to try.

I've also read a study where pizza the day of or the day before testing raises scores. Worth a try! LOL...even if it doesn't work...the kids at least get something fun out of it for all the stress that testing creates.


From Kim- primary grade teacher:

We make test taking survival kits (found it on a website a few years ago...want to say the teachingheart.net site, but not 100%sure)...the kids really love them. They get stickers, gum, and new pencils which they especially love, plus other stuff to help them "survive" .

We have breakfast every morning that we are testing. I let the kids pick their choice and we vote. I have made pancakes, eggs, waffles, and brought in things like donuts, muffins, cereal etc.

I let the kids pick a movie they would like to watch. It is not an academic movie at all. Last year we watched Monsters Inc. One year we watched Harry Potter.

In between tests we let loose by playing simple games like Simon Says or Heads Up 7 up. We usually dont get to play these and they love them. Oh, and we play four corners too.

I only test in the morning, so I have to fill many afternoons. Some years I have had theme afternoons. We did a carnival one year and the kids loved it! We had games related to probability and just general carnival games. It was a lot of fun.

One year I did Harry Potter classes in the afternoon. So they went to the same classes that Harry did.

I talk to the gym teacher and she sometimes allows us to have the gym for extra time and I either give them free time or we cruise around on the scooters or play a game together.

We had a board game afternoon. The kids brought in games from home and they played all afternoon.

We always make a big art project. The past three years we made tissue paper butterflies. They are very involved, so this is a perfect time for us to take time out of our schedule to do them.

That is all I can think of right now. I know that I got a lot of my ideas for testing time from end of the year sites and ideas.

Hope some of these might help someone else. Thanks!! I look forward to reading some more.
Kim

From Ann- 2nd grade teacher in California:

I let them vote on free time inside or outside for the last half hour of the day.

We do Reading Rainbow from PBS instead of the regular reading lessons.

I let them have snacks before and after the test sessions. Since we do our nutrition unit during testing week we try to have snacks from the different food groups.

We do large art portfolio books (look at kinderart.com for ideas), one page each day during the test.

I don't know if any of these suggestions actually make the test "fun" (don't think that is possible), but they seem to help ease the anxiety!


From ChristyF- 4th grade teacher: 

Our LEAP test won't be until the middle of March. During the test I give my kids candy (peppermints and cinnamon brain studies show these help). During our break times we'll stand and do exercises, or dances. A quick game of Simon Says or "Slow Down" (we play through different acitivies such as shooting a basketball, etc and do it as if we were moving in slow motion). Anything that gets them up and moving and relaxes them. Also at the end of the test, on Friday, when all has been turned in, we walk to the far edge of the playground and on the count of 3 scream as loud as we can "It's over!" Then we run around like we are chickens with our heads cut off. For the room I buy poppers (on the party aisle at WalMart, plastic bags you blow in then squeeze to pop, they have paper confetti in them). We shoot them off to celebrate the end of the test.
Good luck!!
Christy

From Clarnet73- TA for theraputic day school for kids with autism:

in my methods classes, we had a whole class on creative drama... lots of silly things like little games and stuff... one where you pretend to be a variety of different things (pretend you're an airplane taking off, pretend you're a dinosaur, pretend you're an astronaut walking without gravity so you keep flying away, etc)... kids I've worked with have LOVED this, and it's fun.

you might also try a mirroring activity, where you (or a designated child) starts a motion (raising a hand, raising a leg, jumping (that one's really hard), etc), and the kids mirror you... it can be a very quiet activity, but one that really for some raeson gets them going...

or have them pretend they're passing a very heavy object (or a very light object, or an oddly shaped object, or one that's sticky, etc) around the circle... even better when you have them pretend to "throw" it or roll it to someone else in the circle... especially if you make it so that you can't talk... it's a lot of fun to pantomime... my 1st graders loved this activity... and it's just something fun to do that isn't something they do all the time.

From Upsadaisy- Private school teacher, 5th grade, all subjects but science, + 8th grade math:

For the last several years my classes have cited testing week as their favorite time of the year. Why? They loved the in-between activities. I have done the following:

Gone outside and - flew styrofoam airplanes, had races with these little jumping frog toys, took walks while blowing bubbles.

Stayed inside and - played silent speedball with a beach ball, played Simon Says, did stretching exercises, did bean bag tosses.

On the last day of testing we celebrated with an ice cream party.

From RookieTeacher- student teacher:

In my Arts Ed class we did a warm up activity that I found stretched all my muscles and made me really relaxed. It is a game that you pretend you need to take a shower, but only one drop of water comes out of the tap. You need to make that drop of water clean your whole body with out letting it go down the drain. When you are leading this activity you should move slowly and try to get the students to stretch as much as possible. Have fun, and a great testing week!

Do you have any fun activities that you do with YOUR students during testing week?  Please email me and let me know.  I’ll include any ideas that I think other teachers can benefit from.  Thanks!