The California Assessment of Student Performance and Progress (CAASPP) trial-run tests were administered to Aragon juniors on April 15 and 16 and received mixed reactions from students. A replacement of the STAR test, the CAASPP offers new ways of analyzing students’ capabilities.
Junior Jimmy Lynde says, “The questions were hard. English was definitely a lot better. It really felt like you were thinking about the test, but doing all the equations for math was a lot harder.”
The test consisted of math and English sections with different style questions, including multiple choice and write-in. Assistant Principal Jim Coe comments, “There’s more writing involved, more critical thinking, and more comprehensive problem solving.”
Math also had questions that required typing in answers and explaining a problem in words. Math teachers were required to teach their students common vocabulary to help prepare for certain questions on the test.
“We had to make sure you knew all the vocabulary. I think that the motivation was that sometimes tests are considered biased because some kids don’t call certain things by the same name. So at least when people were exposed to [those] questions, they all had the same language, and it would be fair for everyone,” says math teacher Lisa Kossiver.
Math teacher Don Bush says, “I needed to teach different approaches. The test wouldn’t just ask you to ‘chug-and-plug,’ and there’s no right way to solve a problem. It will ask them to use what they know [more] than just multiple choice.”
Bush adds, “Most kids said that it was really hard because they’re not used to it. Students might not appreciate it now because harder never seems better, but in college there’s not a lot of multiple choice. So yeah, if you ask them later, they may appreciate it.”
Junior William Miyahira comments on the writing portion where students had to add to essays and answer in full-length sentences, saying, “I did not enjoy the writing parts of it. I thought it was similar in the questions asked, but different in the way you answer the questions. I think it makes you think more than the other test because you have to actually write out the answers. I think it tested my ability about the same.”
Some questions were asked without a definite response to guarantee full credit for the answer, and others were asked through sound clips. With no way to fast-forward or see a transcript of what the student was listening to, some found difficulty in answering.
Junior Reggie Vuna comments on the testing method, “It was just a compilation of weird questions, and many of them were unclear.”
The test experience was also altered by the use of computers. Junior Elias Platte-Bermeo says, “I thought it was a weird experience taking a full length test on a computer … It was weird having to make complete sentences and finish essays compared to just multiple choice. It probably tested what I was able to do better than the typical test.”
Vuna says, “The test was pointless. I think especially when we’re in this important time when we’re studying for all the APs, I think it’s a waste of time that doesn’t help us. I don’t think it was a good test. It didn’t test what I was able to do. The math part was ridiculously hard and I know that a lot of other people struggled with it. I think we shouldn’t have to take it.”
Coe stated that although there were minor technical problems, most students didn’t experience this, and the wireless computers and desktop computers managed to stay in use throughout the test. There were some complaints. “Students’ feedback tells us that taking that test on a Chromebook is a little bit tougher experience because everything’s smaller. I think test fatigue sets in a bit quicker than on other testing methods. We have to take a hard look at where and how we administer the test.”
Looking to next year, Coe says, “A similar system will be set up for the subjects. The same grading system will be in some way, shape or form similar to the past. Next year we’ll be getting students’ scores and some sort of ranking.”
Coe has listened to many students’ reactions to the tests, and says, “The data that will be most useful will be the surveys the students filled out after the test, which will really help assess the test for next year.”
