Gifted Issues Discussion homepage Forums Identification, Testing & Assessment taking test backwards, what do you think?

My ds10 is likely going to be given IAAT algebra readiness test before the year is out.
He did well on his untimed math sol, part of what they look at for math placement for next year. I feel confident he will bomb the timed IAAT. Long story, he's just does not do well on tightly timed math tests.
I noticed in 'developing math talent' that in some circumstances that the IAAT can be administered without regard for the timing, but the v-principal at the middle school did not want this to be administered that way for ds. He said the questions get harder at the end of each section, so I asked him what he would think if I told ds to take the test starting with #8, which would give him time to probably finish the last half. He was not, of course, too keen on this idea. Ds is ok with the idea, and he is planning on starting on #15 and working his way back.

The v-principal at the elementary is able to accommodate his speed issue a bit by skipping the bubble sheet for him, and letting him write in his booklet, so maybe that will help, too.

I know this is a pretty long shot for helping in any way, but it at least makes me feel better that he wil have a chance to get to the 'harder' problems.
Crazy?

That's a good point, too, going forward would probably cover more problems. I had heard easier-to-harder was the general order, but if you find out otherwise, I would be interested to know.

Also, any idea what a score of '56' would mean? (one of the cut offs they look for)
I can't find any info on how many questions that would be correct...

thanks!

I often tell my students that if they think they won't finish anyway, to start with the longest problems first and only work on them for HALF the time of the test. Then go back to the beginning and work through then. This doesn't mean necessarily that they start with the hardest or the ones they don't know. But they should start with the multi-step, complex problems. That way you finish the longest ones and aren't worried about how much time is left, then jump back to the short and simple and finish it quickly.

Different test strategies work for different kids. If it's multiple choice and essay (regardless of topic) and you can pick you order, I always choose multiple choice first. Then I refresh my memory on key terms by using the multiple choice as a guide for my essay.

Lol! that's us, Dottie. This is that flow chart I found a while back. That would be for the 6th grader allowed to take 7th grade extended math, which I think they also refer to as 'pre-algebra'. That is what we are shooting for, although I think Algebra would be a better fit for Ds, since he is already doing well in his online algebra.
At least they look at a variety of criteria, I can't say they don't do that. Unfortunately this is the year that ds really got B-ored with math at school, and has around a B+, not an A average, so that will not probably look 'perfect' either.

Of course they emphasize that the class moves really fast, but otoh, if a child already knows the material I would assume it wouldn't feel very fast.

It is possible he got a 600 on the SOl, but I won't know until next friday, they are coming in the report cards this time, so that is nice.

Oh yeah, getting a B+ while completely phoning-it-in isn't the same as working really hard and getting an A, I know, but still it should show that SOMETHING should change.