YOU HAVE A TEST!TAKE CHARGE—BE SUCCESSFUL!

Note:Withslightmodifications,eachoftheselessonsmaybeusedasasingleactivity—ortheseriesmaybeexpandedforanin-depthstudyoftestpreparation/test-takingskills.Theyare“bundled”becauseoftheirinter-relatednessinregardtotestpreparationandtest-takingskills.Inaddition,theStudentThinkingPapersandPSCResourcesmaybeusedtosupplementotherlessonsteachingthesameMCGPConcept.

PSCNote:Theseriesoflessons:HowtoTakeNotesfromOralandWrittenInformation(AD.4.B.)providesanin-depthstudyofnote-taking;youmaywanttoplanaseriesoflessonsaboutnote-taking,testpreparation/takingskills.YouHaveaTest…andHowtoTakeNotes…complementeachother.Individuallyortogether,thelessonsmaybeacomplementtoexistingtest-takingandtest-preparationcurricula.

Purpose:Thesetwo(2)(or3)lessonsprovidebasic,universaltest-preparationandtest-takingstrategies;specifically,theyaddressthenon-standardizedassessmentofstudents’knowledge/understandingofday-to-daylearninginacademiccontentareas.Studentslearntheimportanceofreadingandfollowingdirections,thesimilarities/differencesamongobjective,essayandperformance-basedassessmentoftheirlearningandunderstandingofacademiccontentandhowassessments/teststhroughouttheyearpreparethemfortheincreasingrigorofassessmentinmiddleschool/juniorhigh(andbeyond).Ananticipatedby-productislessanxietyandenhancedperformanceontheinevitablehigh-stakesstandardizedtests.

Time:Three(3)50-60minutelessonsGroupSize:WholeClassGradeLevel:4-6

Lesson1:YouHaveaTest!AreYouReady?ThefocusofLesson1isinformalassessmentofstudents’ thoughts/feelings about test-takingingeneralandthe basic skills oftest-taking, e.g., reading andfollowing directions, previewing entire test and preparation.

Materials:Pre-Test

Lesson2:YouHaveaTest!HelpYourselfGetReady!ThefocusofLesson2isdevelopinganawarenessofthecharacteristicsofthemajortypesoftests—objective,essay/shortanswerandperformancebasedassessments.(Lessons2and3maybeexpandedtoseverallessons—perhapsoneoneachtypeoftest,dependinguponneedsofthestudentsandtheothertest-preparation/test-takingcurriculuminyourschool).

Materials:ObjectiveAssessmentsStudentThinkingPapers,OurTipsforTakingChargeofOurSuccessonTests

(student-generatedlistfromLesson1)

Lesson3:(ContinuationofLesson2)YouHaveaTest!HelpYourselfGetReady!Lesson3providesinformationaboutessay/shortanswerandperformance-basedassessments.

Materials:Essay/ShortAnswerAssessments,Performance-BasedAssessments,DoingYourBestandPost-Test

StudentThinkingPapers

Note:Studentmaterialsusedinthesethree(3)lessonswereadaptedfrommaterialsoriginallycreatedby:theSt.

LouisPublicSchoolsCareerEducationOffice,PersonalExploration,1992.

MissouriComprehensiveGuidanceProgram(MCGP)Strand/BigIdea/Concept:Strand:AcademicDevelopment(AD)

BigIdea:AD.4.ApplyingSkills Neededfor EducationalAchievement

Concept:AD.4.B.Self-managementforeducationalachievement

AmericanSchoolCounselorAssociation(ASCA):Domain/Standard:AcademicDevelopmentDomain

StandardA:Studentswillacquiretheattitudes,knowledge,andskillsthatcontributetoeffectivelearninginschoolandacrossthelifespan.

LinktoSampleMCGPUnits/Lessons(Note:thislistingdoesnotincludeallpossiblerelatedUnits/Lessons—theyaremerelyexamplesofhowtheactivityfitswiththeMCGPGuidanceeLearningUnits/Lessons)

4thGradeAD.4UnitTick-TockGoestheClock

5thGradeAD.4UnitSuccessfulStudents!

6thGradeAD4UnitTheSuccessfulStudent(Lessons12)

ShowMeStandards:PerformanceGoals(checkoneormorethatapply)
X / Goal1:gather,analyzeandapplyinformationandideas
Goal2:communicateeffectivelywithinandbeyondtheclassroom
X / Goal3:recognizeandsolveproblems
Goal4:makedecisionsandactasresponsiblemembersofsociety

Thislessonsupportsthedevelopmentofskillsinthefollowingacademiccontentareas.AcademicContentArea(s) SpecificSkill(s)

X / CommunicationArts / NOTE:Thesetwo(2)lessonssupportstudents’developmentoftheuniversalskillofpreparationforday-to-dayassessmentoftheirknowledgeandunderstandingofacademiccontent.Learningbasictest-preparationandtesttakingstrategiesempowersstudentstoadvocatefortheirownsuccess—inelementaryschoolandbeyond.
X / Mathematics
X / SocialStudies
X / Science
X / Health/PhysicalEducation
X / FineArts

EnduringLifeSkill(s)

X / Perseverance / Integrity / ProblemSolving
X / Courage / Compassion / Tolerance
Respect / X / GoalSetting

Assessment:acceptableevidenceofwhatlearnerswillknow/beabletodoasaresultofthislesson:

LessonPreparation/Motivation

Procedures

ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
LESSON 1: YOU HAVE A TEST!--ARE YOUREADY?
Materials:Pre-TestStudentThinkingPaper
PSCNote:AnimportantaspectofthislessonistheopportunityforstudentstotalkabouttheirTHINKINGaboutassessment/tests!Asyoulistenandrespondtotheirthinking,makenoteofmisconceptionsthatmayinfluencepreparation(orlackthereof)orperformance.Queryambiguouscommentsorbroadgeneralizationswithopen-endedquestions—“tellmemore…”.
Throughoutthislesson,systematicallyobservetoidentifypersistentmisconceptionsabouteffectivenessofself-advocacyinachievement;listensystematicallytogaininformationabouthowstudents’thinkingdeveloped / LESSON 1: YOU HAVE A TEST—AREYOUREADY?
Students:Duringthislesson,courageouslyvolunteerandbesuretospeakloudlyandclearlyenoughforeveryonetohearyourgreatideas.UsecompletesentencesandconventionsofstandardEnglishinspeakingandwriting.
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
and,asappropriate,correctmisconceptions.
Hook:Comeintoclasswithacollegetextbookandpagesofnotes.Flutteraround,mumblingIhaveatesttomorrownightandIamsooooooonervous.Ijustdon’tknowwhatIamgoingtodo.Suddenly,greetclassandsaysomethinglike:“Iamenrolledinauniversityclass.OurfirsttestistomorrownightandIamscaredIwon’tdowell.”
1.TransitionfromHooktolessonbysaying(somethinglike):(studentsneedpencilsforwriting)Ineedabout4minutestoputmy notesinorder,soIamgoingtogiveyouthisthinkingpaper–it’lltakeyouexactly4minutestocompleteit.”
  • Tellstudentstokeepthepaperface-downuntileveryonehasapaper.
  • DistributethePre-Testthinkingpaper.
  • Tellstudentsyouwilltellthemwhentolookattheirpaperandthattheyaretofollowtheinstructions—noquestionsuntil4minutesareup;whentheyfinish,theyaretoputtheirpencilsdownandremainsilentuntilthe4minutesareup(oreveryonehasfinished).
Setthetimerfor4minutes—tellstudentstoturnpapersoverandbegin.
  • Whiletheyworksortyourpapers(keeponeeyeonstudents;observetheirworkstyles)
  • Whentimergoesoffsay,“Stop;pencilsdown”.
2.Instructstudentstore-readthefirststatementsilently.Invitesomeonetoreadthestatementaloudandanotherpersontointerpretthemeaningofthestatement.Whatdiditinstructstudentstodo?SHOW-ME…PRIVATETHUMBS-UPORDOWN(soonlyIcanseeyourresponses)…Yesorno…didyoufollowtheinstructionsinstatement#1?
3.GuidestudentstotheReflection/ProjectionsectionoftheirPre-Testthinkingpapers.Readtheopen-endedstatementsandinstructstudentstowriteanotetoyoubycompletingthesentences(repeatedhereFYI): DearPSC:WhenIlookedatthetest,Ithought__.WhileIwascompletingthePre-Test,I .IlearnedI .WhenIthinkabouttakingtests,I .InthefuturewhenIgetatest,Iwill .Iwouldlikehelpwith .
Invitevolunteerstoreadtheirresponsestooneofthesentences.Encourageotherstolisten/reactwithrespect. / Hook:Listenandobservewithcuriosityaboutschoolcounselor’smutterings.
1.Followschoolcounselor’sinstructions.
FollowthedirectionsonthePre-Test.
2.Re-readfirstitemonthePre-Testthinkingpaper.Volunteertoreadorinterpretthestatement.
ParticipateinSHOW-ME…THUMBS-UP.Respondhonestly.
3.Writeanotetoschoolcounselor.Listento/completetheopen-endedstatements;besuretousetheconventionsofstandardwrittenEnglish.
Volunteertoreadoneofyoursentences.Ifyoudonotvolunteer,listenandthinkaboutothers’responses.
Aretheirresponsessimilartoordifferentfromyours?
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
Collectpaperstoreviewandreturnduringnextlesson.
4.ContinuebypointingouttherearetwoimportantlessonstolearnfromthePre-Testthinkingpaper.Invitestudentstohypothesizeaboutthetwolessons(doexactlywhatthedirectionsaskyoutodoANDpreviewatestbeforeansweringanyquestions).
5.Clearupthetruthaboutyoursupposedtest…unless,ofcourse,itistrue.Explainthatifyouwereenrolledinauniversityclass,youwouldbeanxiousornervousaboutyourfirstassessmentbytheprofessor.Disclosesomeofthethoughtsorfeelingsyoumighthaveabouttakingatest.
SHOW-ME…WITHYOURHANDS…1-10how
manyfluttersofbutterfliesflutterinyourstomachwhenyouknowyouhaveatestsoon?(1=justafewsinglebutterflies;10=10fluttersofbutterflies[lots])…participateyourself.
6.Ask:Testscausemeanxiety;testscauseyouanxiety—thenwhyintheworlddowekeephavingthem?Inviteseveralvolunteerstoprovidehypothesesaboutthereasonswehavetests.
7.Engagestudentsinaconversationaboutwhattheythink/feel/dowhentheyfindouttheyhaveatest.Encouragetheirintegrityandrespect—answerhonestlyandthoughtfullyandrespectothersandtheirresponses.
  • Striveforatrustlevelamongclassmatesandbetweenyouandstudentsthatencouragesthemtotalkbeyondsurfaceorsociallyacceptablethoughts/feeling/actions
  • Listenforsuchthingsastheirindividualandcollectivemisconceptionsabouttests,theirability,andthemystiqueoftests(neverknowwhatteacherwillask;afraidIwon’tknowenough,teachersdon’tlikeme).
  • Listensystematicallytothelanguagetheyusewhentalkingaboutthemselves.
8.Leadintotheideathatthereareuniversalstrategiesthatwillhelpthemdowelloneverytesttheytakefromnowon.Discussshort-termandlong-termpreparationfortakingtests.
Long-termpreparation
  • Takenotesinclass.
  • Writedownimportantinformationgivenbythe
/ HandincompletedPre-Testandnotetoschoolcounselor.
4.ThinkaboutthePre-Testthinkingpaper;hypothesizeaboutthetwolessonstobelearnedasaresult.Contributeyourhypothesistodiscussion.Ifyouchoosenottovolunteer,listenandthinkaboutothers’hypotheses.Aretheirhypothesessimilartoordifferentfromyours?
5.Listenwithcuriositytoschoolcounselor’sconfessionaboutthetestheorshedoesNOThave.Thinkaboutthesimilaritiesbetweenhisorherthoughts/feelingsandyourownthoughtsandfeelingsabouttests.
ParticipateinSHOW-ME…WITHYOURHANDS:Howmanybutterfliesflutterforyouwhenyouknowyouhaveatestsoon?
6.Thinkaboutschoolcounselor’squestion:Whydowehavetests?Developahypothesis;testitoutbytellingtheclass.Ifyouchoosenottovolunteer,listenandthinkaboutothers’hypotheses.Aretheirhypothesessimilartoordifferentfromyours?
7.Helpyourclassmateslearnthatotherpeoplehavesomeofthesamethoughts,feelingandactionswhenthinkingabouttests.Bravelytellclassmatesaboutsomeofyourthoughts/feeling/actionsabouttests.
8.Listenandimaginethepossibilities—fewerbutterfliesandmorecorrectanswersontests.
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
teacher.
  • Underlinethekeywordsintheirnotes.
  • Dohomeworkcarefully.
  • AskquestionsaboutanythingthatisnotclearBEFOREYOUKNOWATESTISCOMING.
  • Alwayscorrecterrorsonyourhomework;understandwhyyouranswerwasincorrect.
  • Completeallreadingassignments
(Seetheseriesoflessons:HowtoTakeNotesfromOralandWrittenInformation[AD.4.B.]forin-depthstudyofnote-taking):
Short-termpreparation:Emphasize/remindstudentsthattheyknowmorethantheymightthink!
9.Continuetheconversationbyaskingstudentstosharetheirtipswiththeirclassmates;developalistontheboard:“OURTIPSFORTAKINGCHARGEOFOURSUCCESSONTESTS”;tellstudentstocopythelistassuggestionsareadded;theywillthenhaveaready-referencetousebeforetheirnexttest.Letthelistbe“theirs”…sotheyfeelasenseofownershipoftheideas;however,monitorthelisttoassureitincludescriticalactions.
Usethefollowinglistasaguide;ifamajorideaisoverlooked,suggestitbeaddedtothelist.
  • Believeinyourselfandthestudyyouhavedoneallalong(e.g.,homeworkassignments,readingassignmentsASKINGQUESTIONSWHENUNCERTAINABOUTSOMETHINGINTEXTORCLASSDISCUSSION).
  • Knowwhattypeoftestitwillbe—befamiliarwiththetypeoftest:objective,essayorperformance-basedassessment(seeLesson2foradescriptionofeachtype).
  • Trytopredictthequestionsthatwillbeasked.
  • Planaheadforthebestresults:eachday,scheduleatimetoreviewnotes,clarifyquestions,re-readtext,andtalkaboutthesubjectwithotherstudents.
  • Reviewnotesonthedaybeforethetest
  • Getplentyofrestthenightbeforethetest.
  • Eatagoodbreakfastthedayofthetest.
BELIEVEINYOURSELFANDTHESTUDYOFTHESUBJECTYOUHAVEDONEALLALONG!
Tellstudentstokeeptheirlistsinasafeplace;they’llneedtheminthenextlesson(s).**Askavolunteertoletyouborrowhisorherlistsoyoucanmakeacopyforyourselfandreturnstudent’slistduringthenextlesson.
ASSESSMENT:Content:Throughoutlesson,students: / 9.Contributeatleastoneofyourgreatideastothelistoftips.Onafreshpieceofnotebookpaper,writethetipsastheyarelisted.Saveitasafuturereference.
ASSESSMENT:Content:Demonstrate
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
  • Activelyparticipateinclassroomdiscussionsandconversations,
  • Makeeyecontactandtalkwithclassmates(ratherthanyou),
  • Contributeideasandaskquestionswhenappropriate,
  • Contributetoandcopythe“Tips”list(Step8).
ASSESSMENT:PersonalizationofContent:Soft-Toss:TossafoamballorothersoftobjecttoastudentwhobeginstheSoftTosscycle:Forme,thebestpartofthelessonwas andtossestheballtosomeoneelse,saying,Iinvite totellusthebestpartofthelessonfor(himorher).Soft-Tosscontinuesuntilall(orapre-designatednumber)ofstudentscontributes.(RemindstudentsofPasswithResponsibilityoption—oktopass—studentmusttakeresponsibilityandsaywithconfidence[somethinglike]:“Ichoosetopassfornow.”)
CLOSURE:Remindstudentsto:
BELIEVEINYOURSELFANDTHESTUDYOFTHESUBJECTYOUHAVEDONEALLALONG!
Beforenextlesson,copystudent-generatedlistoftest-preparationhints;reviewPre-TestStudentThinkingpapers,especiallystudents’notestoyouforstudents’(ageappropriate)levelofself-assessmentregardingtest-takingandtheabilitytoarticulatethoughtsandfeelingsin1stpersonlanguage.Beawareofmisconceptionsintheirthinkingabouttests.Plantocommentonthecollectiveideaspresented.
LESSON 2: YOU HAVE A TEST!HELPYOURSELF GET READY!
TakethePre-Testthinkingpapersandthestudent’slistofhintsyouborrowedandcopied.ReturntostudentsduringStep1.
Materials:ObjectiveAssessmentsStudentThinkingPaper,OurTipsforTakingChargeofOurSuccessonTests(studentsgeneratedlistfromLesson1[studentshavetheircopyofthelist])
Continuetosystematicallyobservestudentsastheyparticipateintheactivitiesandmakenoteofmisconceptionsthatmayinfluencepreparation(orlackthereof)orperformance.
Hook:Beginclassbysayingsomethinglike:Whenwefinishtheselessons,I’mgoingtogiveyouatestovereverythingwe’vediscussedabouttest-preparationandtest-taking.Willyoubeready? / knowledge/understandingoftypesoftestsbybeingactivecontributorstodiscussionsandotheractivities.Supportclassmatesastheyparticipate—especiallythosewhoarehesitanttoexpressideasduringpublicsharingofideas.
ASSESSMENT:PersonalizationofContent:ParticipateinSoft-Tosssharingofideas.Remember:Pass-With-Responsibilityoption(oktopass—mustconfidentlysay[somethinglike]“Ichoosetopassfornow”).
CLOSURE:Whengettingreadytotakeatest,saytoself:
IBELIEVEINMEANDTHESTUDYOFTHESUBJECTIHAVEDONEALLALONG!
LESSON 2: YOU HAVE A TEST!HELPYOURSELF GET READY!
StudentReminder:Volunteerandbesuretospeakloudlyandclearlyenoughforeveryonetohearyourgreatideas.UsecompletesentencesandconventionsofstandardEnglishinspeakingandwriting.
Hook:Respondtoschoolcounselor’sannouncementthatyouwillhaveatestFriday.Whatareyourfirstthoughts?Arebutterfliesaflutter?Howdoyouanswerthequestion“Willyoubeready?”
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
1.TransitionfromHooktothislesson,bydistributingthePre-Testthinkingpapers.Commentonthenotestheywrotetoyouandtheircollectiveresponses;asappropriate,correctmisconceptionsstudentsexpressedabouttests.Invitestudentstocommentaboutwhattheirnotesremindthemtodoandotherthoughtstheymayhaveabouttakingtests.
2.Askstudentstogetoutandlookovertheir“Tips”listfromthelastlesson.Reviewthelisttogether.
3.Introducetoday’slessonbytalkingabouttheimportanceofknowingandunderstandingthekindsofquestionsthatwillbeontests.Today’slessonwillhelpyouknowmoreaboutwhattoexpectondifferentkindsofassessments.
SHOW-ME…SHOUT-OUT(one-at-a-time;insideshouts):Whatkindsofassessmentsortestshaveyoutaken?Makelistonboard.Usetheirresponsestotransitiontothenextstep…
4.Write:Objective,Essay/ShortAnswerandPerformanceontheboard.Explainthattherearethreetypesofwrittenassessmentsusedinthemajorityofclassrooms:objective,essay/shortanswerandperformance-basedassessments.
Brieflytalkaboutthekindsofquestionthatareusuallyoneachtypeoftest—thiswillfamiliarizestudentswiththevocabularysothatwhentheygettheirthinkingpapers,thewordswillnotbenew.
  • Questionsonanobjectivetest/assessmentareansweredwithfacts.Questionsmaybe:
  • TrueorFalse
  • Fill-in-the-blankoMultiple-choiceoMatching
  • Questionsonessay/shortanswertests/assessmentsareansweredwithmoredetailaboutinformationandmayincludeyouropinion.Questionmayrequireanswerstobewrittenas:
  • Asentence
  • Aparagraph
  • Anessay/compositionofspecifiedlength
  • Questionsonperformance-basedassessmentsrequiretheapplicationofknowledgeandunderstandingtoreal-worldproblems.Youmayberequiredtoperformsuchtasksas:
  • Createasolutiontoanewproblemusinginformationfromaunityourclasshasjust
/ 1.Lookoverthenoteyouwrotetoschoolcounselor.
2.Getoutyourcopyofthelistoftipsyouandyourclassmatesgeneratedduringthelastlesson.Reviewthetips;askclarifyingquestions.
3.Listenthoughtfullytoschoolcounselor’swordsaboutthekindsofquestionstoexpectontests.Whatdoyouknow?Whatdoyoulearn?
ParticipateinSHOW-ME…SHOUT-OUT(one-at-a-time;insideshouts)…stateonekindoftestyouhavetaken.
4.Listenthoughtfullyasschoolcounselortalksaboutthecategoriesofwrittenassessments(tests)—askclarifyingquestionsasappropriate.
Thinkabout:objective-typequestionsthatarethetrickiestforyou.
Doyoudreadorlookforwardtoessay/shortanswerquestions?Why?
Whatdoyoulike/notlikeaboutdemonstratingknowledgeinawaythatisdifferentfromtheothertwotypesoftests?
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
completed.
  • Writeaplayorshortstoryabouthowtouseinformationyougained.
  • Engageinadebateaboutacontroversialtopicyouhavestudied
Encouragestudentstotakenotesasthefollowingthinkingpapersarediscussed.
5.DistributeObjectiveAssessmentsStudentThinkingPaper.
  • Discusstheexamplesofobjectivequestions;givehintsaboutchoosingcorrectanswers.
  • Callstudents’attentiontotheNotesandQuestionssectionofthinkingpaper.Explainthedirectionsandcompletethefirsttwoprobestogether:
  • Inviteseveralstudentstostateaquestiontheyhaveaboutdoingwellonanobjectivetest.
  • Eachstudentwritesatleastoneofhisorherownquestions.
  • Invitevolunteerstoidentifythemostimportantthingstorememberaboutbeingsuccessfulonobjectivetests.
  • ExplaintheReflection/Projectionsection;studentscompleteindependently.
Invitevolunteerstoreadoneoftheirsentences.
ASSESSMENT:Content:SeeNotesandQuestions
sectionofObjectiveAssessmentsThinkingPaper.
ASSESSMENT:PersonalizationofContent:SeetheReflection/ProjectionsectionofObjectiveAssessmentsThinkingPaper.
CLOSURE:Previewnextlesson(essay/shortanswerandperformance-basedassessments).Remindstudentstheywillhaveatestattheendofthenextlesson.
Withoutsayinganythingmore,pauselongenoughforstudentstoaskquestions.Respondtoquestionstheyask;HOWEVER,donotinvitequestions.(Usetheirresponseorlackofresponseduringthenextlessonwhentalkingaboutself-advocacy—takingresponsibilityfortheirsuccess.
Collectthinkingpapers.
Beforethenextlesson,reviewresponsestothinkingpaper,ObjectiveAssessments.Makenoteofmisconceptionsandquestionsstudentsask. / Practiceyournote-takingskills.Notgoodatnote-taking?Tellschoolcounseloraboutthenote-takinglessons(HowtoTakeNotesfromOral/WrittenInformation[AD.4.B.]
5. Lookoverthethinkingpaper;listenwithcuriosityandtakenotes;participateindiscussion.
FindtheNotesandQuestionssectionofthinkingpaper.Listenandparticipate.
Whatquestionsdoyouhaveaboutobjectivetests?Askoneofyourquestionspublicly;writeatleastoneofyourquestionsintheNotesandQuestionssectionofthinkingpaper.
WhatdoYOUthinkisthemostimportantthingtoremember?Shareitpubliclywiththerestoftheclass.
ThoughtfullycompletetheReflection/Projectionsectiononyourown.
Volunteertoreadoneofyoursentences.
ASSESSMENT:Content:ObjectiveAssessment:NotesandQuestionssection.
ASSESSMENT:PersonalizationofContent:Reflection/ProjectionsectionofObjectiveAssessmentsThinkingPaper
CLOSURE:Listenasschoolcounselorpreviewsthenextlesson.Whatmustyoudotoprepareforthetest?
Handinthinkingpaper.
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
LESSON 3: YOU HAVE A TEST!HELPYOURSELF GET READY! (Cont’d)
Takestudents’completedObjectiveAssessmentsthinkingpapertoclasswithyou;distributeduringHook.
Materials:Essay/ShortAnswerAssessments, Performance-BasedAssessments,DoingYourBestandPost-TestStudentThinkingPapers
Continuesystematicobservationsofstudents’thinkingabouttestpreparation,test-takingandself-advocacy/self-management.
Hook:SHOW-ME…SHOUT-OUT…ONE-AT-TIME
(insideshouts):Tellusoneideayourememberfromthelastlesson.DistributeObjectiveAssessmentsthinkingpaper.Commentingeneralaboutresponses;answerspecificquestionsandcorrect(asappropriate)patternsofmisconceptions
1.DistributeEssay/ShortAnswerAssessmentsStudentThinkingPaper.
  • Defineessay/shortanswerassessments;provideexamplesofcluewords.
  • ReadanddiscussthePracticeSituation;invitevolunteerstohypothesizeaboutthescorethestudent’sresponse(outline)wouldreceiveandwhy.
  • Discusstheexamplesofessay/shortanswerquestions;identifyandunderlinecluewords;
  • Invitevolunteerstoidentifythecluewordsandexplainwhattheiranswermightinclude.Asneeded,givehintsaboutrespondingtothepromptssuccessfully.
  • Comparesimilaritiesanddifferencesbetweenobjectivetestsandessay/shortanswertests.
  • Callstudents’attentiontoNotesandQuestionssectionofthinkingpaper.Explainthedirectionsandcompletethefirsttwoprobestogether:
  • Inviteseveralstudentstostateaquestiontheyhaveaboutdoingwellonanessay/shortanswertest.
  • Eachstudentwritesatleastoneofhisorherownquestions.
  • Invitevolunteerstoidentifythemostimportantthingstorememberaboutbeingsuccessfulonessay/shortanswertests.
  • ExplaintheReflection/Projectionsection;studentscompleteindependently.
Processresponsesbyinvitingvolunteerstoreadoneoftheirsentences.
2.DistributePerformance-BasedAssessmentsStudentThinkingPaper. / LESSON 3: YOU HAVE A TEST!HELPYOURSELF GET READY! (Cont’d)
AStudentReminder:Courageouslyvolunteerandbesuretospeakloudlyandclearlyenoughforeveryonetohearyourgreatideas.UsecompletesentencesandconventionsofstandardEnglishinspeakingandwriting.
Hook:ParticipateinSHOW-ME…SHOUT-OUT.Reviewyourthinkingpaperresponses;contributetopic-relevantcommentsandaskclarifyingquestions.
1.Lookoverthethinkingpaper;listenwithcuriosityandtakenotes;participateindiscussion.
Volunteerahypothesisaboutstudent’sscore;explainresponse.
Underlinecluewordsineachexample;volunteertotellclassthecluewordsinoneexample;explainresponse.
Whatquestionsdoyouhaveaboutessay/shortanswerassessments?Askoneofyourquestionspublicly;writeatleastoneofyourquestionsintheNotesandQuestionssectionofthinkingpaper.
WhatdoYOUthinkisthemostimportantthingtoremember?Shareitpubliclywiththerestoftheclass.
ThoughtfullycompletetheReflection/Projectionsectiononyourown.
Volunteertoreadoneofyoursentences.
2.Lookoverthethinkingpaper;listenwithcuriosityandtakenotes;participateindiscussion.
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
  • Defineperformance-basedassessments.
  • Discusstheexampleofaperformance-basedassessment.
  • Invitevolunteerstoidentifycluewordsanddescribewhattheirresponsewouldincludeforeachexample;asneededgivehintsaboutsuccessfullydemonstratingknowledgeandunderstandingonperformance-basedassessments.
  • (Suggestthatstudentspracticeperformance-basedassessmentsbyconductingthecookieresearchstudyathomewiththeirat-home-adults.)
  • Compareandcontrastthesimilaritiesanddifferencesamongobjective,essay/shortanswerandperformance-basedassessments.
  • CallstudentsattentiontoNotesandQuestionssectionofthinkingpaper.Explainthedirectionsandcompletethefirsttwoprobestogether:
  • Inviteseveralstudentstostateaquestiontheyhaveaboutdoingwellonaperformance-basedassessment.
  • Eachstudentwritesatleastoneofhisorherownquestions.
  • Invitevolunteerstoidentifythemostimportantthingstorememberaboutbeingsuccessfulonperformance-basedassessments.
  • ExplaintheReflection/Projectionsection;inviteclarifyingquestions;studentscompleteindependently.
Processresponsesbyinvitingvolunteerstoreadoneoftheirsentences.
3.Impressuponthestudents:
  • Preparationforatestbeginslongbeforethedateofthetest.
  • Whentheyarepreparedforatest,theywilldobetterbecausetheythink,actandfeelmoreconfident.
  • Thelistof“Tips”theygeneratedduringthefirstlessonisareminderofhowtheycanbecomeself-managersoftheirachievement--refertoitoften.
4.DistributetheDoingYourBest-StudentThinkingPaper.(Iftimeislimited,tellstudentstocompletethethinkingpaperwiththeirat-home-adults).ExplainthedirectionsandreadthestatementsasstudentsdecideandmarkstatementsasTrueorFalse.WhentheyhavecompletedStudentThinkingPaper,discussresults.Together,rewritethefalsestatementssotheyaretruestatements.
ASSESSMENT:Content:(seefirsttwopromptson
NotesandQuestionsectionsofthinkingpapers.) / Volunteertoidentifythecluewordsandexplain/describeyourresponsetooneoftheexamples.
FindtheNotesandQuestionssectionofthinkingpaper.Listenandparticipate:
Whatquestionsdoyouhaveaboutperformance-basedassessments?Askoneofyourquestionspublicly;writeatleastoneofyourquestionsintheNotesandQuestionssectionofthinkingpaper.
WhatdoYOUthinkisthemostimportantthingtoremember?Shareitpubliclywiththerestoftheclass.
Listentoschoolcounselor’sdirections,askclarifyingquestionsandthoughtfullycompletetheReflection/Projectionsectiononyourown.
Volunteertoreadoneofyoursentences.
3.Listenthoughtfullyasschoolcounselorreviewsimportantthingstoremember;keepyourlistoftest-takingtipsina“handy”place—refertoitoften.
4.ListentodirectionsforDoingYourBestthinkingpaper;asschoolcounselorreadsastatement,circleTrueorFalse.
ContributetodiscussionandhelprewriteFalsestatementsasTruestatements.
ASSESSMENT:Content:(firsttwopromptsonNotesandQuestionssectionofthinkingpapers)
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
ASSESSMENT:PersonalizationofContent:See NotesandQuestions:Reflection/Projectionsectionsofeachpageofthinkingpaperre:typesofassessment.
Beforecollectingtheirassessmentthinkingpapers,tellstudentsthatyouwillbereadingtheirpapersandreturningthemtotheirclassroomteacher;heorshewillreturnpaperstostudents.Theclassroomteachermightreadthepapers.IsthatOK?
IfNOTok…write“PLEASEDONOTSHARE”attopofpaperfirstpage.
Tellstudentstoputthe3pagesinorder(Essay/ShortAnswerAssessmentsontop,thenPerformance-BasedAssessmentsandDoingYourBestlast);stapletogether(upperleft-handcorner);collectthinkingpapers.
CLOSURE:RefertoHook(YouhaveaTest!).Invitestudentstoaskquestionsaboutthetest.(Usethisasanopportunitytoassesstheirwillingnesstoadvocateforthemselvesinanticipationofanassessment/test.Makenoteofquestionstheyaskaswellasquestionstheydonotask.).Iftheydonotaskthemostimportantquestion“AreyouREALLYgoingtogiveusatest?”teasethemintoaskingthequestion.
Answer:Yes—Hereitis.
DistributethePost-TestStudentThinkingPaper.Askstudentstofollowthedirectionscarefully;iftheyaskaquestion,repeat:Readcarefully.Adheretothe5minutetimelimit.Observestudentsastheyareworking.Mid-waythrough,youmaywanttosay“Areyoureadingcarefully?
InvitevolunteerstotalkabouttheirthoughtsastheybeganthePost-TestandtheirthoughtswhentheyrealizedthedirectionsweretoREADwithnomentionof“do….”
Exploreassumptionsandhowtheycanavoidmakingassumptionsthatcontradictinstructions.Drawstudents’attentiontothemessageofthenotesbelowthetest.Closewith:
BELIEVEINYOURSELFANDTHESTUDYOFTHESUBJECTYOUHAVEDONEALLALONG!
Afterclass,reviewfirsttwopromptsintheNotesandQuestionssectionofstudents’thinkingpapers.Assessstudents’accuracyofcontentregardingthethreetypes ofassessments. / ASSESSMENT:PersonalizationofContent:(Reflection/Projectionsectionseachthinkingpaperre:typesofassessments)
Ifyouwantyourresponsestothethinkingpaperstobeprivatebetweenyouandschoolcounselor,write“PLEASEDONOTSHARE”atthetopoffirstpage.
The3thinkingpapersinorderandstapletogether(upperleft-handcorner).Givepaperstoschoolcounselor.
CLOSURE:RecallHookandschoolcounselor’sannouncementofatest.Whatquestionsdoyouhaveaboutthetest?Askthem!
ReadandfollowthePost-Testdirectionscarefully.Stopattheendof5minutes.
DidYOUfollowinstructions?Participatewithcourageandintegrity(bebrave-volunteer;answerthoughtfullyandhonestly)inconversationwithclassmatesandschoolcounselor.
BELIEVEINYOURSELFANDTHESTUDYOFTHESUBJECTYOUHAVEDONEALLALONG!
ProfessionalSchoolCounselorProcedures: / StudentInvolvement:
ReviewReflections/Projectionssectionforstudents’(ageappropriate)levelofself-assessmentregardingapplicationandplansforimprovingtheirtest-takingandpreparationskillsANDassess1)age-appropriatecommandofconventionsofstandardEnglish;2)abilitytoarticulatethoughtsandfeelingsin1stpersonlanguage.
Returnthinkingpaperstoclassroomteacherfordistributiontostudents.Honortheprivacyofstudentswhowrite“PLEASEDONOTSHARE”onpapers.
Personallydeliverpaperstothosestudentsafteryourreview.
ClassroomTeacherFollow-UpActivities

Provideclassroomteacherwithabriefsummaryofthelesson(s)andcopiesofthestudentthinkingpapers:Pre-Test,ObjectiveAssessments,Essay/ShortAnswerAssessments,Performance-BasedAssessments,DoingYourBestandObjectiveAssessments.

SummarizeSystematicObservations:Identifypersistentmisconceptionsaboutself-advocacyandself-managementthatmayinfluenceallstudents’preparation(orlackthereof)orperformance.Identifystudentswho:

  • Appearedunabletoacceptthatself-managementoftestpreparation/test-takingskillscanhelphisorheracademicachievement;
  • HaddifficultytalkingabouttheirTHINKINGaboutassessment/tests;
  • Consistentlyhaddifficultyparticipatinginspecificaspectsoflessons,forexample:
  • studentswhowereunabletodifferentiateamongthedifferenttypesofassessments;
  • Werenotabletore-statefalsestatementsastruestatements(DoingYourBestStudentThinkingPaper)
  • Werehesitanttoexpressideasduringwholeclassconversations;
  • Appearedtolackconfidenceintheirownthoughts;
  • Consistentlyattemptedtotakeoverclassdiscussions;
  • Repeatedlyengagedindistractingbehaviors
  • Rarely(ifever)voluntarilycontributedtoclassconversations;
  • Responsestothinkingpaperswereinappropriateorlackeddepth/sincerity.

ConsultwithClassroomTeacher:Discussyoursystematicobservations.Doesheorshevalidateyourobservationsasbeingclassroombehaviorsaswell?Ifso,collaboratewiththeclassroomteachertofurtheridentifytheextentofchallenge:Howisitevidencedintheclassroom?Determineifthechallengeisa“will”ora“skill”issue.

DoesthestudentknowHOWtopreparefortestsbutlackstheconfidencetotaketherisktoexpressideasingroupsetting(will)?Ordoesthestudentlacktheskilltotakeresponsibilityforself-management

CollaboratewithClassroomTeachertoplanappropriateinterventions.Interventionsmightinclude(andarenotlimitedto)additionalclassroomguidanceactivitiesabouttestpreparationandtest-taking.ResponsiveServicesinvolvementmightbeindicatedforindividualstudents(e.g.,individual/groupcounselingabouttestpreparationandtest-takingordevelopingacademicself-confidence).Moreextensiveparentalinvolvementmaybeindicated.

Ifthestudentbehaviorsarelimitedtoclassroomguidancelessons,considerreasons,forexample:Whataretheuniquefactorsthatmightbeinfluencingthesestudents’responsesduringclassroomguidancelessons?Havethebehaviorsoccurredduringotherclassroomguidancelessons?Alllessons?Topic-specificlessons?Motivatedbypeers?

Lesson 1: Student ThinkingPaper

Name:Class:Date:

1.FOLLOWTHEDIRECTIONSCAREFULLY: Timelimit:four(4) minutes

2.Readthisentiresheetbeforedoinganythingonitortoit.

3.Writeyourname,classanddateintheblanksabove.

PRE-TEST

11.Put an "'/:' in the lower left cornerofthis paper.

12.Draw a trianglearoundthe"'/:'youjust wrote.

13.Onthereversesideofthispaper,multiply904by777.

14.Draw a rectanglearoundtheword

4.Circletheword"name"ininstructionnumber two.

5.Drawfoursmallsquaresintheupperrightcornerofthispaper.

6.Put an "'/:' in each square.

7.Writeyourfirstnameunderthetitleofthis paper.

8.Put a circlearoundeachsquareabove.

9.After the title of this paper, write''YES, YES, YES."

10.Draw a circlearoundinstructionnumber eight.

"paper"ininstructionnumberfour.

15.Onthereversesideofthispaperadd7980and8604.

16.Put a circlearoundyouranswer.

17.Draw a sketchofschoolcounseloronthebackofthispaper.

18.Punch a holeinthetopofthispaperwithyourpencilpoint.

19.Donotfollowanyinstructionsexceptfornumbersoneandtwo.

20.STOP!! PLEASE REMAIN SILENT!!

REFLECTION/PROJECTION: Write anotetoyour school counselor bycompleting thefollowing sentences(besuretousetheconventions of standard written English).

DearPSC:

When I firstlookedatthistest, Ithought

.While I wascompletingthePre-Test, I

I learned I When I think about taking tests, I

. In the future when I get a test, I will

I wouldliketohavehelpwith

Lesson 2 Student ThinkingPaper

Name:Class:Date:

OBJECTIVEASSESSMENTS

Mostobjectivetestsarebasedonfactsandarecomposedofthefollowing types of items.

True or False:

T F AbrahamLincolnwasthefirstPresidentoftheUnitedStates ofAmerica.

Matching:Drawa linefrom the state (of matter) to the form of water that it matches:

1.LiquidState(a)ice

2.Solid State(b) water vapor

3.Gas(eous)State(c)water

Multiple-choice:

The capital of Missouriis:

a.St.Louis

b.Columbia

c.JeffersonCity

d.KansasCity

Completion (fill-in-the-blank):

Wateriscomposedofhydrogenand

NOTESANDQUESTIONSABOUTOBJECTIVETESTS(Usebackofpaperformorespace):QuestionsI have about objective tests:

Factstoremember:

Reflections/Projections (Usethebackofyourpaperifyouneedmorespace):

Themosthelpfulpartofthispartof thelessonforme:

When I ampreparingfor a testthat I knowwillhaveobjectivequestions, I will

When I amansweringobjectivequestionsona test, I will

ESSAY/SHORTANSWERASSESSMENTS

Essay/shortanswertestquestionsbeginwithorinclude clue words. Clue wordsareBIGhintsabouthowyouaresupposedtoanswer a question.Paycloseattention! Forexample:

Practice situation: Youdid a greatjobofoutlining a paragraph;HOWEVER, thequestion/prompt told you tocompareandcontrastthe families of two characters in theparagraph? Howwouldyourteacherscoreyourresponse?

Practiceansweringessayquestionsbyansweringthequestionsbelow. Respondfullyandaccuratelytothequestionsandtheclueword. (Inthiscaseitisoktomakeupanswersaslongasyoudowhatthecluewordtellsyou;however,thiswouldbe a funfamilyresearchproject.)

Outline: Outlinetheprocedureformakingchocolatechipcookies.

Describe: Describetheresultsoftheexperiment youandyourfamilyconducted: bakingchocolatechipcookieson a coated(non-stick)cookiesheetversusbakingchocolatechipcookiesonanun-coatedcookingsheet.

CompareandContrast: Compareandcontrastthecolor,flavorandtextureofchocolatechipcookiesandpeanutbuttercookies.

Define: Definetheterm"TollHouseCookies."

Explain: Explainwhatismeantbytheoldsaying,"I’ve never met a chocolate chip cookie Ididn’tlike."

NOTESANDQUESTIONS: ESSAY/SHORTANSWERTESTS (Use back for morespace):QuestionsIhave about essay/short answer tests:

Factstoremember:

Reflections/Projections (Usethebackofyourpaperifyouneedmorespace):

Themosthelpfulpartofthispartof thelessonforme:

When I ampreparingfor a testthat I knowwillincludeessay/shortanswerquestions, I will

When I amansweringessay/shortanswerquestions, I will

PERFORMANCE-BASEDASSESSMENTS

Performance-basedtestsassessyourabilitytoapplywhatyouhavelearnedabout a topicto anewsituation. Followingisanexample:

AnswerthefollowingquestionsaboutNeil’sneighborhood. Showallofyourworkandwriteyouranswersdirectlyonthispage.

Neil’sfriendRyanlivesattheendofCottonwoodStreet. Neilcan'trememberthehousenumber.

Neilknowsitis a 3-digitnumber.Healsoknowsitstartswith a 5 andhas a 2 and a 9 init.

Writethelargestnumberitcouldbe:

Writethesmallestnumberitcould be:

Howmuchgreateristhelargestpossiblenumberfor

Ryan’shousethanthesmallestpossiblenumberforRyan’shouse?

Neilknows: firsthouseontheblockis500;thelastis595. Ryan’shouse # is

NOTESANDQUESTIONSABOUTPERFORMANCE-BASEDTESTS(Usebackifneeded):

QuestionsI haveaboutperformance-basedtests:

Factstoremember:

Reflections/Projections (Usethebackofyourpaperifyouneedmorespace):

Themosthelpfulpartofthispartof thelessonforme:

When I ampreparingfor a testthat I knowwillhaveperformance-basedquestions, I will

When I amansweringperformance-basedquestionson a test, I will

DOINGYOURBEST

Lesson 3: Student ThinkingPaper

Name:Class:Date:

Directions:Readeachstatementabouttest-preparationandtest-takingbelow.Ifthestatementis true, circle the "T." If the statement is false, circle the "F." Onthe back of this StudentThinkingPaper,rewriteallthe"false"statements to make them"true" statements.

T / F / 1.Takenotesonwhatyourteachersaysweeksbeforethetest.
T / F / 2.Inyournotes,includeandhighlightkeywordsusedintextbooks.
T / F / 3.Dohomeworkonlyifyoufeellikeit.
T / F / 4.Saveallofyourstudyingforthedaybeforethetest.Then,itwillallbefreshinyourmind.
T / F / 5.Trytothinkofwhichquestionswillbeaskedonthetest.
T / F / 6.Donoteatonthedayofthetest.
T / F / 7.Stayuplatethenightbefore;anxietywillkeepyouawakeduringthetest.
T / F / 8.Priortothetest,askyourteacherforhelpifyouneedit.
T / F / 9.Becalmandtellyourself“I’mprepared!IdothebestthatIcan.”
T / F / 10.Don'tbothertolistentodirectionsgivenbyyourteacher.
T / F / 11.Lookovertheentiretestfirst.
T / F / 12.Alwaysspendthesameamountoftimeoneachquestion.
T / F / 13.Answereveryquestionunlesswronganswerscountagainstyou.
T / F / 14.Lookforcluewords.
T / F / 15.Review-thetestandyourresponsesbeforehandingitin.

POST-TEST
Lesson 3 Student ThinkingPaper

Name:Class:Date:

Directions: Thisis a timedtest.Youhaveexactly 5 minutestoreadtheentiretest. Readeverythingverycarefullytobesureyoudonotmissanything. Youmaybeginreadingnow.Remembertoreadcarefully! GOODLUCKI

1.Writeyournameinthe upper right corner of this test.

2.Circletheword"name"insentence#1above.

3.Signyournameunderthetitle.

4.Put an "X' in the lower left cornerof this test.

5.Draw a trianglearoundthe"X'youjustmadeinthelower left corner.

6.Crossoutthevowelsinthetitle.

7.Circletheconsonantsinthetitle.

8.Draw a rectanglearoundthetitleofthispaper.

9.Putyourpencildownbrieflyandtake a quickstretchatyourdesk.

10.Out loud, say your firstnamealoud,butDONOTSHOUT.

11.Inyournormaltalkingvoicecountbackwardsfrom 1 to10.

12.IFYOUARETHEFIRSTPERSONTOTHIS POINT,withoutshouting,sayaloud,"Iamthefirstpersontothispoint,and I amfollowingdirections."

13.Underlinealltheevennumbersontheleftsideofthistest.

14.Say aloud, "I am nearlyfinished! I havefolloweddirections."

15.Atthispointofthetest,becauseyouhaveworkedhard,standupandstretchfor a quickmoment.

16.Quicklybutquietlygotothebackoftheroomandtouchthewallandthenreturntoyourseat.

17.Circlealltheoddnumbersontheleftsideofthistest.

18.Gouptoschoolcounselorandshakehisorherhand.

19.Continuetoreadtheremainderofthistest.

20.Whenyouhavefinished,relaxandwatchtoseeifothersarefollowingdirections.

Didyoureallyfollowschoolcounselor’sdirections?

Alwayslistenverycarefullyanddoexactlywhattheteacherorschoolcounselorsays.

FOLLOWINGDIRECTIONSIS A VERYSIMPLETHINGTODO;YET,MANYSTUDENTSDONOTLISTENORREADCAREFULLYANDDONOTDOWELLONASSIGNMENTSORTESTS.FOLLOWINGDIRECTIONSISVERYIMPORTANT.ITSAVESTIMEANDALLOWSYOUTOTAKECHARGEOFYOURSUCCESSANDMAKETERRIFICGRADE.