Saturday, January 11, 2014

Assessing the Test

We debriefed a few hours after the test.   I got the "I don't remember" line, but having studied context based memory in one of my more desperate measures to outwit this test, I simply started asking contextual questions about the setting, leading up to 2,000 questions about the exam.

I was surprised that the format is so easy.   My biggest fear is a 5 year old boy who is not going to pay attention or focus because he doesn't want to be there, because, after all, what 5 year old boy would want to be there.   Apparently, the proctors ensure that all the kids finish each question before repeating the instructions for the next question.  How lame is that.  This rendered a portion of our training useless, the portion leading up to the test wherein he had to take ridiculously hard tests that I crafted, all alone, and not skip any.

One little boy came out crying because he didn't want to be there.  One of the proctors took him to his mother, who asked if he wanted to go back in.  He said no.  The proctor then took him back in anyway at the request of the mother.  I'm glad to see that.

My son volunteered to write down questions.  The ones he remembers were so easy that it's not worth repeating here.   They were so easy that I challenged him on whether or not they were sample questions or he was missing some trick.   Then he started drawing entire questions from memory, with all of the answers, and telling me the approximate question order, his credibility increased somewhat.  Of course, the poster boy for test prep is very comfortable in this environment.   This is the first grade test, by the way.  He still occasionally remembers a question from the Kindergarten test, but he was so scared going in there at age 4, questions come in nightmare flashbacks.

The bottom line is that everyone can relax about this test.   Around our house, we were referring to it as D-Day.  (The D stands for day.)

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