THE Third Grade Pass/Fail Test

For children the world of standardized testing can play a big role in how they feel about their educational skills. It’s time we teach the child and not the Test. It’t time to talk about the standardized test.

GOOD NEWS

Here in the United States, the majority of children learn to read by age 6 or 7. Early readers might read at 4 or 5 years old and hopefully they will be able to maintain their skills when they enter school. Although this is not always the case.

BAD NEWS

In an ideal world students who struggle with reading in kindergarten and first grade would all receive extra help with foundational reading skills in order to “catch up”.

Students who cannot read in second or third grade are leaving the “learning to read stage” and entering the “reading to learn” stage of education. For those struggling , they require immediate intervention. At this point I also strongly recommend tutoring. Tutoring is a service that I offer online year round to help struggling readers.

THE TEST for THIRD GRADE READERS

By third grade reading instruction is less of a priority and students are expected to read and answer questions for THE TEST.

What is THE TEST you may ask?

THE TEST refers to the state standardized test taken by elementary children annually. These tests are used to measure skills level, overall education and comprehension of lessons learned so far. Children are scored against peers of their same age to determine their score levels.

For THE TEST, third grade is a benchmark year with standardized testing to determine whether a child will be retained, held back, or moves on to fourth grade.

Imagine the pressure for these children knowing that if they do poorly they may not be in the same grade as all of their friends and peers the following year.

In some states the school’s letter grade and reputation are affected by these scores as well as individual teacher salaries. The pressure to earn a passing grade is handed down from schools, to teachers, and on to the students. Of course, what affects students also affects parents.

TEST ANXIETY

Undue anxiety is often created for student about the third grade test, to the point that some children worry about passing the test while they are still in second grade. This is not healthy for them and needs to be quickly remedied.

Test anxiety is real and nothing interferes with the ability to learn like the negative effects of anxiety. Sadly once anxiety has become a part of the school day it makes for stressful days every time a test is on the horizon.

PRACTICE TESTING

For many schools the solution to ensuring good quality scores is to implement a practice test.

Practice tests can occupy much of a school curriculum’s focus, especially as the spring date for THE TEST draws near.

In my personal experience, weekly or biweekly cold read practice tests are common. A cold reading refers to text a student has not seen before. The topic may or may not be familiar to the student.

Testing conditions are simulated. Desks are moved apart and dividers are placed between students if necessary. Everyone remains “silent” until the allotted time is up. Of course, teachers are not allowed to give students help. There is of course an exception for students with designated IEP plans.

Students with specific testing accommodations are gathered together and moved to a different location.  In some cases it’s the media center or the guidance teacher’s office. Often times this can cause children needing additional accommodations to feel even more criticized by their peers. For an already struggling student this creates even more added pressure and stress.

ANALYZING STANDARDIZED TEST SCORES

Do children’s scores increase with this practice testing? Yes, test scores usually increase, but not for every student.

Some schools analyze the practice tests and scores. If there is a particular type/style of question, like cause and effect, that the majority of students missed, the third grade teachers would be sure to increase instruction for cause and effect questions.

In this case it’s a great thing to use to see where students are lacking or missing a piece of knowledge.

Schools can also analyze an individual student’s progress and the types of questions a students misses. Did the student get more answers correct in the first sections of the test and make more errors later on? This could indicate a lack of test-taking or reading stamina and the issue can be addressed to benefit the students.

PRACTICE TESTS & STRUGGLING READERS

Practice tests for the lower achieving students may show progress if their deficiency is test-taking skills.

On the other hand, a minimal increase or no increase in their scores, indicates something more is required for their success.

Unless those other needs are addressed there is no reason to anticipate progress or a higher score.

Some kiddos don’t even try because it’s an exercise in futility for them.

If you can’t read the passage, why give much time or thought to answering the questions? In fact, they may not be able to read the questions themselves either.

TRY HARDER?!

Telling a defeated learner to “try harder” or saying, “you can do this,” are sometimes the most foolish words to ever come out of a teacher’s mouth. The teacher and the student both know it. It’s like an accepted, expected exchange of pleasantries during testing.

How dare we say “try harder” when a child has done their best and continues to fail. While intending to be kind and encouraging, we may actually be discouraging them to the point of shutting down.

What they need is someone to look closely at the skills they are missing and provide the appropriate instructions and interventions. We owe that to any student reading below grade level.

More support and overall help needs to be provided to students now just a demand when the standardized test is being given. Parents please act for your children and start the process of getting them additional help and support now.

SUMMARY, KEY NOTES

• Reading on grade level is an important benchmark for third graders.
• The earlier students reading below grade level receive appropriate help, the better. Tutoring is a great option to help with this and you can learn more about that exact service at I provide right here.
• THE TEST creates anxiety that can interfere with learning in all areas not just during THE TEST.
• Analyzing practice test scores can be useful to help identify and fill gaps in education.
• A student who has been trying their best, but not receiving appropriate interventions, needs something more than “Try harder” as a solution.