Poor Student Test Performance on
NYS Tests
Help students motivate themselves to
learn
Andrea Kilpatrick
Grade 6
akilpatrick@syrdiocese.org
St. Rose of Lima School
INTRODUCTION
NYS test scores are too
low at St. Rose of Lima School. The principal and teachers at your school are
always complaining about NYS test scores. The principal has asked the teachers
to do their part to increase scores by staying after school to offer review
classes. Mrs. Kilpatrick thought it would be a great idea to have students play
a role in figuring out what students could do to help raise their test scores.
TASK 
Your task is to figure
out what it is that can affect scores from a student’s point of view. You will be assigned to a small group.
Each student in your
group will create a poster to use in a campaign for your school to help
students understand what they can do to help raise their test scores. Each
poster should focus on one solution
to the problem. Then your group will create a peer presentation suitable for
grades 3 – 5 using your posters to present the information. Your goal is to
persuade each student to make a change in their behavior in order to improve
their test scores. Everyone will give the oral presentation to our sixth grade
class. Write a personal contract for each student to sign on what they could do
to improve their test scores.
Process 
1.
You will be
assigned to groups of 4 students.
2.
There will be a
5 class periods provided for research in our school computer lab
3.
You are to use
the 6 steps of the PPA that we have discussed in class.
·
Define the Problem
·
Gather the Evidence
·
Identify Causes
·
Evaluate Existing Policy
·
Develop solutions
·
Select the best policy
4.
Posters: Once
you have gathered your evidence each student in your group should choose a
cause of low test scores and illustrate it on a poster. The criteria for the
poster are the following.
a.
Your poster
should measure 18” x 24”
b.
Each poster
should have photo illustration(s) (clip art, published photos, original
drawings) that clearly show the problem along with the solution to the problem.
You may have several small photos or one large photo illustration.
c.
Each
illustration should have words explaining the problem/solution.
d.
At least 80% of
the poster should be covered.
5.
Presentation:
You will need to choose a moderator for your presentation. The group will write
a summary of the PPA process. The moderator will present this at the beginning
as an introduction to the presentation. Each student will explain his or her
poster.
6.
Group Work: Graded
as listed in rubric below
resources
Evaluation
Poster:
|
|
4
|
3
|
2
|
1
|
|
Problem and
Solution
|
Problem and
solution are clearly evident on poster
|
Problem and
solution are mostly clear
|
Either problem or
solution is missing or unclear.
|
It is impossible
to tell either the problem or the solution
|
|
Graphics
|
Graphics are recognizable which reflect an
outstanding degree of creativity
|
Graphics are recognizable and easily viewed
|
Graphics are somewhat clear
|
Graphics are not clear and too small
No graphics
|
|
Poster Design
|
Poster is quite exceptional in terms of its
design, neatness, and layout
|
The poster is attractive in terms of neatness and
clarity
|
Poster is somewhat messy
and to some extent attractive
|
Poster is messy
Not attractive
Poorly designed
|
|
Poster Size and
Coverage
|
Poster is correct size and 75% covered
|
Poster is 50-75% covered and about correct size.
|
Poster is 25-50% covered and incorrect size.
|
Poster is barely covered with mostly white areas
|
|
Presentation
|
Student presents information in logical,
interesting sequence which audience can follow.
|
Student presents information in logical sequence
which audience can follow.
|
Audience has difficulty following presentation
because student jumps around
|
Audience cannot understand presentation because
there is no sequence of information.
|
|
Group Work
|
Works very well with others. Assumes a clear
role in decision making and responsibilities.
|
Works well with others. Takes part in most
decisions and shares in the responsibilities.
|
Works with others, but has difficulty sharing
decisions and responsibilities.
|
Cannot work with others in most situations.
Cannot share decisions or responsibilities.
|
Conclusion: 
You should have learned from this
web quest that there are many factors that affect a student’s academic
performance. Teachers can only do so much. Almost every part of our daily lives
affects what we do in the classroom. Students need to be given information to
help them make good decisions about nutrition, exercise, television viewing,
use of technology, etc. Using your research you are now able to create a
campaign (policy) for your school to help gain better classroom and test
performance.
Standards:
ELA
Standard 1: Students will
read, write, listen, and speak for information and understanding.
Standard 3: Students will
read, write, listen, and speak for critical analysis and evaluation.
Standard 4: Students will
read, write, listen and speak for social interaction.
Math, Science and Technology
Standard 2: Students will
access, generate, process and transfer information using appropriate
technologies.
Standard 5: Students will
apply technological knowledge and skills to design, construct, use, and
evaluate products and systems to satisfy various needs.
Standard 7: Students will
apply knowledge and thinking skills and technology to address real-life
problems and make informed decisions.