Failing the Test Doesn’t Mean I’m StupidBy

Bonnie Chambers, Director of Unit Assessment

Dorene Medlin, Science Education Albany State University, Albany, Georgia

LearnLab’s Annual Learning Science Workshop

The ProblemOur 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

BUTOur College of Education students were not

passing the state licensure test (GACE)

Observations Grade Inflation?

Could answer questions criticallyCould apply content to solve problemsCould interpret scenarios knowledgably

Oral Expression?Use colloquialismsUse informal languageLanguage diversity?

ObservationsWriting?

Can the students do constructed responses?

Not using science languageWrite informally

R U cing this? Social networking?Do not explain responses

Social networking 140 characters?Add lots of fluff without substanceDo not consider audience

ObservationsContent knowledge?

Familiar with content standardsNot knowledgeable with using

Familiar with content Do not make connections between the standards and content

Lead to question: WHY?

AssessmentWhat state licensure test?GACE – what is it?Score and trends

HistoricalWhy now?

ReflectionsReview 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?

Potential CausesISCI Classes

Not in COELack of Alignment between content and

standardsLack of Connection between content and

standardsLack of student conceptual understanding

About how to identify the content needed to know for the standard

Scared of science – ECECScience not emphasized in elementary classroomsAbout how to link science to other content areas

InterventionsProgram Review

NCATE and Outside consultantsReflect on course organization

What is taught? How taught? Why taught?Overt use of standards – syllabi and content

Improve test taking strategiesModel tests on GACE – selected and

constructed responsesTeach how to answer constructed responses,

context cluesRead all distractorsScreen for GACE preparedness

Modify assignmentsGPS File folder and interactive notebooks

ImpactFaculty Development

Focus on overt use of GPS in courses Focus on linking GPS and content

Course DevelopmentIdentify GPS with specific contentAlign syllabi in College of Education

Inform and/or educate outside faculty regarding GPS

Student DevelopmentOvert use of GPS Help students practice use and development

of GPS

For the FutureInterdisciplinary planningGACE seminars and study sessions

Use GPS file folders for reviewPatience

Thank You and

The End

Questions?