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How smart-tests work

Catalogue of tests available

Teachers will select smart-tests from the catalogue of available topics, suitable for Years 7 - 9. A sample catalogue, from July 2009, can be found here.

Imitation smart-test

On this page there is an example of a question similar to those that make up a smart-test.

Smart-tests are short and focussed. The teacher selects the test from a list organised by mathematical content area. In the case below, the teacher has selected a test of understanding of the meaning of multiplying and dividing by fractions. This page shows only one item, but a real smart-test has several items, with varying numbers or mathematical structure, giving strong evidence about students' thinking. This page also diagnoses only one student at a time. A real smart-test reports the results for all your students on one page.

This sample question shows several features of smart-tests. They are often set in real world situations. Most smart-tests probe conceptual understanding, although a few test skills. The diagnosis page explains the misconceptions that are probed by the test, gives a diagnosis for the student, and has a link to some suggestions for targetted teaching. Minimal calculation is involved, and an electronic calculator is sometimes supplied. Working at the computer is not conducive to solving multiple-step problems, so smart-tests are just one part of a teacher's assessment repertoire.

Try this example

A sports coach knows his players can run from their ground to the shops in three quarters of an hour.
To find out how far the players could run in an hour, he should:

(A) multiply the distance from their ground to the shops by 3/4

(B) divide the distance from their ground to the shops by 3/4

(C) add a quarter to the distance from their ground to the shops

Click on the answer (A, B, or C above) to see the type of report that would be generated if a student responded with that answer.
This is only one question. The real smart-tests require consistent evidence from a series of items before a diagnosis is given. This question is the hardest in its smart-test. The other questions test whether the student can identify division by whole numbers and by fractions greater than one, which are known to be easier than identifying division by a fraction between 0 and 1. The common "multiplication makes bigger -division makes smaller" misconception is the culprit.

How are smart-tests used?

A teacher chooses a test and gives the students the password. Students can complete the test from any computer on the internet. When the students have finished, the teacher logs into the site, and receives the diagnoses of all the students, along with an explanation and some teaching suggestions.

Examples of the diagnoses available for students can be found here.

 

 

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