Sheila King On (03 Jan 97) was overheard to say to Bob Moylan
-> Timed tests...  what educational value for regular ed kids, IYO, do
 SK> You know, as I typed that message I thought about whether or not to
 SK> mention "timed tests" and whether it might provoke a response.
 I didn't see any others so, I guess that makes me the odd one.. 8-)
 SK> Certainly in the field of mathematics, I feel that understanding the
 SK> concepts is the most important thing
 No argument..
 SK> and that if a child needs longer to complete a test, that (ideally)
 SK> the child should have that time needed.
 Yes...ideally....but as you say..
 SK> Practically, however, in my secondary classroom we have 45
 SK> minute class periods, and the kids have to take the test in the time
 SK> alotted.
 less "prep" time to take the thing...handing it out, giving
 instructions, putting books/notes away and so on that leaves what,
 about 30 mins?
 SK> Then again, this is probably not what you are referring to as
 SK> "timed" tests".
 No, not exactly altho those fall in there too.  The reason I asked
 is that your post was coincidental with my 3rd grader being given the
 Key Math Test (are you familiar with that?) due to some concerns
 expressed by his classroom teacher.  He's not able to complete
 classroom math work in the alotted time, and those he is able to do
 are incorrect as often as correct.  Math homework doesn't seem to
 present the same problem - no time constraints and not a lot of
 pressure to perform - I spend as much time explaining and showing as
 he does in "doing"... when it is concept reinforcing we do the whole
 assignment, if it's one of those unholy worksheets he does 1/2 at his
 own pace and that's it.  Anyway..Key Math Test - Timed test.  Score
 sheet has peaks and valleys that are amazing.  The special ed teacher
 who administered the test doesn't think it shows what he really
 knows, she observed him while doing it, the longer he worked on any
 given section the faster he went and the more errors he made.  Part
 of the pre-test explanation given includes that X minutes are allowed
 for each section.  The test makes some attempt to compensate for the
 timed nature but it's very subjective.  She feels, as do I, that
 if given the same test without the timed restraint he'd do much
 better ... however ...
 SK> math facts, where kids had to do something like 100 problems in only a
 SK> matter of a few minutes. It sounded ridiculous to me.
 It still does to me... even if a kid knows the material 100 in a few
 minutes is too much.  If a kid doesn't know it that would as obvious
 in 15 or 20 as in 100.  Half or more of the class makes a low or
 failing grade.  Then what..?  A low grade recorded in the old
 grade book and on to the next topic or, again ideally, taken as an
 indicator that something needs to be re-taught?
 SK> homework sessions, because she will not commit the facts to memory.
 Will not as in I refuse and you can't make me? or something else??
 SK> I'm sure it is taking her three times as long as it should to do some
 SK> of those assignments. Talk about fostering a bad attitude about math!
 SK> or schoolwork in general!
 I know... If only there were more elementary teachers who would off
 set that by assigning a high interest project in another area ..
 science or something.   Last year's teacher was marvelous at that..
 when the hard stuff came along she always had a long term high
 interest project in another area, I know it was planned .. I asked
 her!
 SK> If there are other ways that you can suggest to motivate students
 SK> to know their math facts and be able to recall them rapidly and
 SK> with ease, I'd be interested to hear about it.
 You are asking the wrong person...waaay back when I had high school
 age EMR kids I didn't teach math as an isolated subject as in "we are
 going to do math now"....all functional and integrated into
 everything possible.
 Have a Happy and Joy Filled New Year ... (How long till spring break?)
 Bob
... Math illiteracy affects eight of every five people.
--- PPoint 2.02
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