Testing, Testing, 1-2-3
This week, the girl participates in her first annual testing session since we’ve been homeschooling.
It is less a test of her abilities and more a measure of my prowess as a teacher.
I’m a bit nervous. Possibly more than she is.
I actually had trouble sleeping, which is not unusual, but I don’t usually worry myself awake. Most nights, my brain spins stories or posts destined to never see an audience because I fell asleep halfway through.
Before we adopted, I didn’t understand when my friends bemoaned their children’s test anxiety. You’ve heard the phrase “pulling out my hair” in frustration…I’d never seen it in action until one of our little friends showed up with no eyebrows. He was anxious about testing and pulled them out, bit by bit. (There’s a disorder called trichotillomania, but they ruled that out and said it was just anxiety.)
I’ve always loved school and am a geek-tacular stay-up-all-night-crammer. My test grades were rarely less than stellar. (Not bragging—just explaining why I didn’t understand how tests might be scary. I just saw them as a challenge.)
Might not remember any of the material a week later, but as long as my grades were high, everyone seemed happy.
None of my peers ever talked about test-taking anxiety. On occasion, someone admitted being nervous about passing a certain test or achieving a certain grade, but no one was pulling out their eyelashes.
When my friends discussed their children’s test-taking anxiety , I thought it was hyperbole.
And then we adopted our kids.
The boy has no such thing as test-taking anxiety, mostly because he doesn’t care.
He likes good grades, mostly due to sibling competition. He doesn’t like it if his sister’s grades are higher than his, but he has an innate ability to both put in minimum effort and get fairly decent grades. In general, he displays an incredible lack of concern about school (the exception: history studies…the one time he has the legitimate ability to learn about war in a setting in which discussing weapons is taboo).
Our girl, on the other hand, wants to “get everything right the first time” and doesn’t understand why memorizing information requires so much effort on her part.
She should be able to assimilate it by osmosis, of course.
I’ve tried to help her understand that very few people can view text once and remember everything they need to know, but I am—thus far—unsuccessful.
Her expectation of perfection frustrates her. It often trips her up during testing, because the moment she sees a question she doesn’t know, she starts freaking out. She doesn’t necessarily have any external physical reaction, but she begins making mistakes and overlooking obvious answers.
Any information she might have known flies away like pigeons from a coop.
To prepare her for the upcoming annual test, I gave her a practice test 3 grade levels below her own. I thought it would bolster her confidence.
Instead, she stumbled over one question and spiraled from there. She ended up answering one-third of the answers incorrectly.
She KNEW all of the information.
I asked her the questions verbally and she answered all answers with 100% success.
But put that paper in front of her, and she freezes up.
Hoping to alleviate her fear, I explained the test doesn’t matter. The results are less about what she knows and more about highlighting anything I still need to teach to keep her on par with her peers. (Or, if I have my way, to get her ahead of her peers…but I don’t say this. No pressure. We’re still catching up. But I tell you, this kid is brilliant.)
I keep telling her I don’t know of anyone who takes standardized tests for a living.
None of it seems to sink in.
I am a bit concerned that the test results won’t be accurate because she may miss answers she truly knows after confronting a difficult question.
I’m fighting my own version of test anxiety,.
I want her to do well for her own sake. I want to show her that she can do well on a test. I’m hoping to help her overcome the stress induced by the public school system yearly testing.
I’m not on a witch hunt and don’t have anything against public schools but they put so much pressure on the kids with constant drilling, remedial groups before and after school, prizes for doing well and promises of ice cream for those who participated well in prep exercises.
One mother opted for her child not to take the test, which is allowed, and the school tried to fight her. Her daughter is extremely smart and would have done very well on the test, reflecting positively on the school and raising their scores.
I didn’t even know skipping the exam was an option until it was too late.
Because they drilled the importance of testing into my daughter, her already perfectionist personality can’t handle an error. Once she knows question is incorrect, it’s over.
I’m praying she does well, but to be honest, I have personally seen her growth this year and found that she is much smarter then they gave her credit for.
She just needed to hear things in a different way. Sometimes I have to explain things more than once, but once she gets it, she gets it.
I’d like to instill in her that the point of school is not to get good grades but to learn the information we need to be able to do well in life and to interact with others in a positive way.
Math is important. Most of us will never use trigonometry, but basic math, algebra, and geometry are all important for most careers.
Language is one of the most important subjects. You might be an amazing genius, but if you can’t communicate your ideas, no one will care.
History is her favorite subject and I’m so thankful for this. Learning about history and taking it to heart gives us compassion for others, helps us recognize dictators before they take over, and allows us to see the mistakes we as people have made in order to avoid repeating them.
Hubby and I also want to give our kids a love of science. Curiosity and willingness to problem-solve are key to lifelong learning and success.
We were fortunate to find a fabulous art class this year, in which she studies some of the masters and has an opportunity to try to paint in his or her style. She likes to sketch and color but has never shown much interest in painting until now. She’s very talented.
I was in grad school by the time I realized the point of school was not to cram one’s way to the highest grade possible, but to ingest and comprehend the greatest amount of information to then translate into real-life application.
Creativity, curiosity, problem-solving ability, and the knowledge that you can find the answer to pretty much any question if you look hard enough: this is what I want my daughter to learn.
Testing this week won’t even affect her by next week. The true test will be life.
I’m thankful for the opportunity to find out what she has learned and what she still needs to know to keep up with her age group…or surpass them.
But I know that this test will not measure her ability to live a happy, successful life.
For that, we will have to rely on the test of time.
Posted on April 12, 2018, in Adoption, Education, writing and tagged history, home school, language, math, parenting, school, science, standardized test, STEM, test anxiety, testing. Bookmark the permalink. 5 Comments.