Can someone have a "good" day that gets them an artificially high score that they really shouldn't have?
On any multiple choice test which does not penalize for incorrect answers, individuals may score higher than their actual knowledge. This is done by lucky guessing. This can be pure random chance or test-taking strategy. Sometimes an individual is able to eliminate one or more possible answers and increase the likelihood of guessing the correct answer. Some have said this indicates the individual knew
something related to the question... for example, this may reflect vocabulary or random knowledge. Here is an article on "testwiseness" (link-
http://psychology.wikia.com/wiki/Testwiseness_in_educational_psychology). Remember a test score is just one measure on one day, and can be influenced by many factors, including the child's interest in the topic of the reading material.
... second grade... a comment that she needed alot of work on comprehension.
A teacher comment may be meant rather generically, for example, there may be a list of 4 or 5 areas of growth which apply to most pupils. Pupils may also score lower on reading material which is not of interest to them. That being said, you may wish to find out how your child's "comprehension" is being assessed? For example, is it computer-based multiple-choice questions? Is comprehension tested by "retelling?" Here are two stories you may wish to consider...
1) One family learned that the teacher's "comprehension questions" came with a grading key on which the teacher would tick off words which the child recited from the text verbatim. If a child put the story into their own words (for example, saying "pig" in place of "piggy", "rabbit" or "hare" for "bunny", "swiftly" or "quickly" for "fast") the child received a poor score for essentially demonstrating understanding/comprehension/vocabulary rather than rote memorization. It was not explained to the child that he needed to remember the story words exactly and say them back to the teacher... this was a "comprehension" test: tell me what happened in the story you just read.
2) One family learned that their child elaborated, theorized, and thought deeply about the reasons why each character may have done what they did, other things they may have done instead, how he thought the author would be leading to one ending, and felt that may have been better than the ending which the author chose... etc.
Obviously both of these kids were "beyond" in their comprehension of what they read. Some may say the test was flawed... or the testing conditions were flawed in not setting parameters proactively, for the child to keep in mind when discussing the story.
Another thought to consider, because you mention second grade: Some parents have learned interesting information when asking a teacher's view on whether children even out by third grade. Is it possible the teacher is directed to ensure that children even out by third grade? There are things which a teacher may do to influence the performance of the top pupils to even out.
1) Evening out can be accomplished by undermining a child, mocking achievement, encouraging underachievement. One example may be inducing guilt or shame by asking a non-competitive child who just happens to be at the top of the class (whether they know it or not), "Why do you always have to be number one?" Withholding earned awards, selectively withholding praise, making negative comparisons to others can be effective for this purpose while also damaging children.
2) Evening out can appear to have occurred by fostering conditions which allow lower subjective grading.
...I don't understand what is happening at the school and with all the knowledgable people on here I wanted to see what others thought.
Most likely, it is just a normal fluctuation... remember a test score is just one measure on one day, and a single comment made in passing may be meant rather generically, to be taken lightly. Asking a few simple questions to help explore your child's interest in the reading material, how the comprehension is assessed, whether the teacher is encouraging your child's progress and success, and understanding the teacher's view on whether children even out by third grade may help you determine how to support your child's reading comprehension at home, as well as whether any advocacy may be needed to request a few specific changes with the school.
