The Homeschooling Handbook_ From Preschool to High School - Mary Griffith [72]
My kids don’t mind taking the tests. They don’t have test anxiety. I usually discuss with them how they did on each test right afterward. We talk about the things they knew because they studied “xyz” this year, and the things they missed because we hadn’t studied “abc.” They especially love it when they get questions right on subjects we haven’t specifically studied. They do a lot of outside reading, so they really learn more than is actually on their weekly schedules.—Beverly, Nebraska
The idea of testing bores me senseless. What I will probably do is discuss the idea of tests with the kids. If they’re interested in taking some, fine. And if one or more of my children expresses interest in attending college, I’ll explain the concept of tests and let them know that it’s probably a good idea to familiarize themselves with taking some before they go off to college.—Pam, California
Here are some suggestions for dealing with standardized tests and their consequences:
If you are faced with standardized tests, find out what test is being used. Is the test criterion-referenced or norm-referenced? Criterion-referenced tests attempt to measure whether a student has mastered specific material. They measure the student’s performance against a specific body of knowledge determined by the test makers. Norm-referenced tests compare each child’s test performance with the performance of a group of students who have already taken the test. Such tests are designed to produce results along a classic bell curve, with most individuals scoring near the middle, but half above and half below the median. School districts can buy tests normed to different groups depending on what type of group (inner-city urban, suburban college-bound, etc.) they want to compare their students’ scores with.
Try to find out whether the test was designed to be used for the purpose it is actually being used for. Although there is considerable debate over whether tests can truly do what they are advertised to do, many tests are commonly used for purposes they were never designed for. Most test makers specifically warn against using their tests as the sole criterion for decisions that would substantially affect a student’s life, such as academic tracking or placement or awarding financial aid.
Try to find out the margin of error for the test score. Some tests have a margin of error of 10 percent or more, which could make a major difference if that margin is ignored by those who use the test results for evaluating the success of a homeschooling program.
Most of all, try not to give test scores more weight than they deserve. Treat tests as a screening game used by people who don’t have the time, energy, or willingness to look at test takers as individuals. If your kids develop test anxiety, either on their own or from picking up on your own worries, try to keep the process in perspective. See whether there are measures available to make the testing process more comfortable for them. You may be able to have the test administered in your home or other familiar surroundings or even be able to give them the test yourself. Under some circumstances, time limits turn out to be flexible, or portions can be administered orally. It may also be possible to substitute other more appropriate tests for the one normally given, or you may be able to opt for testing through a local college psychology department or a private psychologist.
CHAPTER TEN
Finding Learning Resources
ONE MAJOR PROBLEM new homeschoolers face is finding appropriate learning materials for their children. How do you tell whether textbooks are any good? Is this grammar text widely used in schools because of its excellence or its publisher’s marketing skills? Is that five-year-old biology book good, or is it out of date already? What if your child is fascinated by the late medieval history of Eastern Europe or the latest twists to superstring theory? Where