When educational coaches collaborate with schools to analyze state grades and test scores, the focus often extends beyond just the numbers. Our goal is to help schools identify growth opportunities by examining every element of the state report. This involves working closely with teachers of the tested areas or grade levels to spot patterns in student scores and determine the root causes of any issues. For instance, if fifth-grade science scores are low, the question becomes, “What went wrong?” or “What did the students struggle with?”
Common responses to such questions—like “The test was too hard” or “The test was too long”—are assumptions rather than actionable data points. These insights are crucial for building a strategic plan that addresses the real issues highlighted during our analysis.
In our first analysis of Kentucky’s test scores, we found that while many students excelled in multiple-choice sections, they struggled with open-response questions and performance tasks. The reason? Students rarely practiced these skills during regular assessments. In one school, we discovered that a challenging math topic was taught only after the test, leading to underperformance.
By the end of our second year, we had developed specific strategies to help schools identify “red flag” areas in their test scores. These strategies offer insights into growth opportunities for both students and staff. For example, if a high-leverage topic is taught after the test, students aren’t prepared for complex questions. Identifying such curricular issues is crucial for improvement.
Analyzing test scores alone doesn’t support strategic decision-making. It’s essential to use diagnostic and formative assessments to understand why students perform at their current level.
Once schools start looking beyond scores to determine their meaning, the next step is strategic planning. Our answer is often, “It depends.” This relies on:
- The school’s willingness and readiness to tackle tough decisions
- A sense of urgency for change
- An understanding of what “proficient performance” requires
These elements are vital for impacting all students. Building a curriculum aligned with state standards requires teachers to elevate student work to the required level, develop critical vocabulary, and more.
Schools often align their curriculum with standards but overlook the characteristics of proficient learners and test-takers. Proficiency in learning is necessary for test-taking, but it’s not the only requirement. Proficient test-takers excel at:
- Managing time and engagement during assessments
- Using critical vocabulary effectively
- Performing tasks outlined in standards
- Demonstrating critical thinking
- Employing “test wiseness” strategies
Analyzing curricula and plans requires more than just content coverage. We must consider various “domains” of student development:
- The Emotional Domain: Negative emotions, like test anxiety, impact performance.
- The Perceptions Domain: Students’ self-perception and perceived proficiency influence their efforts.
- The Thinking Domain: Higher-order thinking is crucial for tackling complex test questions.
- The Reading Domain: Executive processing and critical reading skills are essential for state assessments.
- The Learning Domain: State tests evaluate cumulative memory and require meaningful learning experiences.
- The Performance Domain: Students’ performance comfort zones are developed through rigorous work.
By focusing on these domains, schools can develop strategic plans that address both curricular and student-specific issues, leading to enhanced educational success.
About Post Author
