Modified Tests?

Question

I am a 2nd year physics teacher. I am concerned about the modifications for my special ed students..

My main concern is the amount of help they are receiving on tests. The students get modified tests in which the multiple choice only have 3 choices instead of 4. The students take the tests in another room with a special ed teacher. The teacher checks over their answers and marks ones that are wrong so that they can have another chance. So they have a 66% chance of being right!

One spec ed girl was saying she didn't understand ANYTHING we have done during the entire quarter... but on the final exam she took, she scored a 100% on the multiple choice section. She was the only one out of 65 students (mostly regular ed) to do this. I think the students are getting too much help on tests. I don't want them to fail, but shouldn't tests be checking on mastery of content and not just a guessing game? If she didn't understand anything, should she earn a 100%? Is this fair to them?

Answer 1

No she shouldn't get 100%, but this has more to do with the special ed teacher than the kids. I have no problem with the modified tests, but if the special ed teacher is providing answers, then there is a problem.

If assessment is the goal, then the students shouldn't get an extra chance to complete problems that have been marked wrong. Otherwise, you don't know how they are doing. Also, since testing is part of the learning experience, then it is going to be very hard for you as their teacher to make the adjustments that are needed to help them understand things that they have not learned.

I think that by modifying the test by allowing three answers is sufficient.  

My only concern is that you are concentrating on the testing, not the in class accommodations. Please make sure you are providing these things.

Inclusion is a terrible thing when kids aren't being properly supported. There should be a special ed teacher in the room when you are teaching. I am sure this isn't that case. Unfortunately principals see inclusion as a way to save money by cutting staff, when you actually need more staff to do inclusion correctly.

Answer 2

Great conundrum. I am a special education teacher, so I can appreciate this one! First, keep in mind that laws vary from state to state concerning sped, so I can only speak from my point of view. To begin with, make sure you are completely aware of what their IEP and test accommodations state. I am sure that you have checked on them, but make sure that students don't take advantage of accommodations not given to them. A big one can be extra time to complete assignments. My pet peave with my kids are the ones who sit on their butt all class, not even lifting a pencil, and then expect to be able to turn an assignment in later. This is not acceptable and should not be accepted. Using their accommodations as an excuse is an enabling crutch.

To get to the meat of your question, tests... I would check with your school administrator in charge of sped if giving the students a second chance to answer incorrect answers is a good policy. I would never do this (modify to three answers, sure, but they miss it, they might get to redo a problem for partial credit later if everyone in the class had the same opportunity). Without telling you how to set up your class, one suggestion is to also rely less on multiple choice questions and have at least an equal portion of the test points be in the form of written work. I know this is more grading, but it takes away from an advantage that someone may gain if they are a really good guesser. The only way they can show mastery, especially in a math heavy class, is with written work where points are awarded on the process and steps as well as the answers.

Finally, what grade level are you teaching? Most of my kids would be unable to take a physics class due to the fact it is very math heavy. Also make sure that their accommodations for shortened tests/extra time/use of calculators/etc, are related to their disability (ie, the student has a deficit in reading processing but still reads and decodes at grade level will need more time, but has no deficit in math processes, so should not necessarily need to have a test shortened in your subject). Hope this makes sense and helps a little. I know working with sped students can be frustrating at times, but most of us sped teachers truly appreciate the work and effort you put into helping our kids! Just by reading your question, obviously you are a concerned enough of a teacher to want to continue to help to the best of your ability, so keep up the good work!

Answer 3

You are correct and I totally understand what you are trying to say.  It seems apparent that the special education teacher is giving away the answers.  Modifying tests means re-writing the test so that it is more simplified, yet keeps the content.  It means fewer questions to answer, getting additional time to complete the assignment.  Obviously, the teachers are over-accommodating because the 100% is clearly B.S.  You should speak to the special education teacher about this and also the building administrator.  There's nothing wrong with feeling you don't want a student to fail, but obtaining 100% is also not right either.

Answer 4

Do you know if she is diploma bound, or just graduate bound? If she is not receiving a diploma, I don't know that there is a lot worth fighting about because IDEA (sped laws) allow her tests to be modified and aided.

If she is receiving a diploma it may matter more, based on the facts that her transcript will show her class grade and may be deceptive of her talents.

I would visit with the IEP team see if it's okay to curtail the grade down to high bell average, so that it does not change the curve of the rest of the test takers. Everyone else answering above has good information and valid opinions too.