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Q&A #6497 |
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Dear Shannon, Well, the good news is that with the vast majority of the students passing the multiple choice portion of the test, it would seem that they have sufficient content knowledge to do well on the test (or else they are REALLY lucky guessers :) I don't believe the poor performance on the open response part of the test is necessarily a confidence issue. We're finding again and again that students seem to have a great deal of difficulty "talking" (or writing) mathematics, even when they "know" the math. Part of this difficulty likely stems from the fact that, until recently, students often weren't asked to or expected to "explain" their answers or reasoning, and the focus was on "the answer". With attention shifting to asking students to explore, explain, interpret, etc. as well as "getting the answer", it's not uncommon for students to struggle at first. Although there's no "easy" answer to your question, ONE way to get students doing better on the open-response type of questions is to give them many more opportunities to formulate explanations to the problems that they are solving. One very good resource for ideas in this regard is available from the National Council of Teachers of Mathematics (NCTM)-you can check it out by going to the NCTM website: http://www.nctm.org and clicking on their publications catalog. The book is entitled Mathematics Assessment: A Practical handbook for Grades 6-8. You mentioned that students had more trouble with "easier" problems, which sounded like they were "computation" based. If that's the case, an excellent book that has many investigations in number, complete with samples of student responses, etc. is a book called "It All Adds Up", by Penny Skinner. It is available from Math Solutions Publications--you can find the information at their website: http://www.mathsolutions.com and clicking on Publications. Good luck! -Ralph, for the T2T service
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