I'm not so sure. A test can, in itself, be a learning method. It doesn't have to be just an assessment tool. Imagine a treadmill that monitors how far you run each day and how steep the incline. Over time, you can see how you've progressed. You could say that the treadmill is a test of your fitness, or you could regard it as a tool to improve your fitness. You 'pass' the test when you reach a certain level of proficiency. The only difference is that, with an academic test, it's possible to score 100 percent.
For some students I think the process of preparing for the test helps learning. I test in math and spelling/vocab, and especially in math the pieces often seem to come together for my daughter when she's working on the review for the test. I also think that tests can provide a motivational factor to learn that might not be there otherwise. I know I often see some extra work go into spelling/vocab that I'm not sure I'd see if there weren't a quiz at the end of each week.
I went to your website and looked at the 5th grade spelling test. I have to say I'm pretty impressed. I don't know if that will mean very much. From what I saw with that spelling test is this: a good portion of rote memory has been elliminated by the random changes. Which in my opinion is a good thing. The test allows for learning without demand being placed on memory. To my mind, there is a difference between actual learning and memorizing. (I can't spell. I memorized the words just to pass the test.) The only problem I would have is the time restraint. Ds is autistic. A timer causes panic. He focuses too much on how much time he has. Other than that I was impressed. I realize your trying to appeal to a large "audience". Marty
Just for your benefit, then, let me create a version of the quiz with no time limit. Over the weekend, I'll increase the size of the test bank to about 500 spelling questions. If you'd like to create your own quizzes, just let me know. It doesn't cost anything.
As I stated in the previous post, ds is autistic so discussions can sometimes be difficult things. I can read something to him and he can repeat back verbatum after only hearing it once. However, that doesn't mean a concept or idea has been learned. For him to "give it back" as a learned concept or idea almost requires a physical demonstration of the concept or idea. Let me give you an example that might illustrate what I'm trying to say. Ds has found a dvd series from the library that discuss in great detail with wonderful graphics the Pacific battle theater of WW2. He has learned the different types of planes and ships that were used during the many different phases of the war. This includes which planes and ships were from which country and what battles they served in, preformance stats and comparible aircraft or ships. He is only in the 3rd grade so these details are impressive. He can "see" different profiles of weaponry used, tactics and manuevers of various battles and locations of battles. These are all visual and demonstrateable. But he keeps asking "Why did they attack Pearl Harbor?" While ds has a great mind for all the "facts" of WW2 the "why" is a hang up. The "why" is not so easily physically demonstrated. With subjects like history and science, the "why" is more important than dates, locations and statistics. I think you are on track for the majority of people you are trying to serve. I must hand it to you, you appear to be doing a good job at it. My frustration comes because ds isn't in the majority. I need a way to teach and "test" the "why" in a visual/physical way. I hope that makes sence. Marty
Marty, I'm sending you instructions via a PM. Do let me know how you get on. If anyone else would like to create and run quizzes online, just let me know and I'll send the instructions to you too.
Wow. It took me a little while, but I've added 489 words to the test bank - all 489 words that appear at this website.
We test only in a few things. Math is one, but I don't record the grades, I just use it like I do in a few other subjects, to let me know if they're grasping the concept. Spelling is the only one I really use because if they don't remember how to spell a lot of words, we spend another day or two on that lesson.
