Using the wording of the questions, develop a list of vocabulary words that typical assessments use. Also, use one question a day as the way to begin a class. Do not have the students write any of the question or answer choices down, but have a detailed discussion about which answer choice to use and how the others would not work. Are you able to read the test, questions and answer choices to them. Perhaps this would help because they would be seeing it while you are reading it and therefore it would arrive at their brain through two different paths. As the ones that make the test if you are able to reword any questions that may not be easily understood. Also, the department may want to meet and review all of the responses as a whole. There could be many questions that may need to be reworded or eliminated if too many students across the board missed it.

I would use a modified version of the same test. For some students, eliminating answer choices could greatly immprove test scores. Others may need the test read aloud to them.

Create questions that mirror the Depth of Knowledge (DOK) 1 through 4 questions on the assessment. Take one question at a time. I suggest starting with lower DOK question first. Then set the students into pairs or small collaborative groups. Present the question on the board and provide students with a copy. Next proceed to press and release the students. Ask what is the first action we take to answer the question. Give the students 1 minute to share and agree on what should be next as a group. Have a few groups share out what they thought was next. Then tell them the first step they should have taken. Have then do it if they have not. Continue in this until the question is answered. Walking the student through the steps of answering the questions will give them a critical thinking approach to answering the questions. In addition, gradually increasing the difficulty of the questions practiced will help the students to know what amount of thought is needed for different types of problems.

I would suggest teaching the students academic vocabulary first. This way they can understand exactly what the question is asking them to do. Then I would teach them strategies for seeing how many things the question is asking them to do. Most questions may have 2-3 parts. Model breaking down the questions and the thinking process. I have my students number the different parts and circle the academic vocabulary, such as analyze or explain.

You have said that many of the studnet are struggling becuase of reading comprehension so that answer would be to start there. I would put forth that tests be put on orally or to have the studnets to testing online with programs that can read it to them. THis way the they can understand the questions and get past thier reading problems. This can even help with reading problems becuase once they hear the word it can help them learn it.

You can help them with practice tests and answers so they learn how to eliminate answers. I have also seen teachers have them color code the story.

Hi eryMav, I totally agree with qasytu's suggestions about teaching vocabulary used in the exam questions, reading test answers to the students, and meeting with other teachers to see if the students are having the same struggle. I love the suggestion of beginning class with a question a day and discussing the possible solutions. I think the most important thing he addresses here is targeting key vocabulary and teaching the students test taking strategies. In my classroom, we use a CUBES method for solving problems. C stands for Circle, U stands for Underline, B stands for Box, E stands for Evaluate/Eliminate, and S stands for show your work. You could help students remember this by putting an anchor chart on the classroom wall. Basically, the students read the question and circle key words that they need to understand to solve the problem. Then, they underline what they are being asked. Then, they box the action word, such as "solve" or "explain" then they evaluate the possible answer choice and eliminate as many as they can. If appropriate for the exam, students will make sure to show their work. This strategy has worked great in the classrooms I have taught. It really makes students stop and think about what they are being asked to do. Hope this helps! Melissa

If the students do well with conversations, could you read the test aloud for the students. IF not, depending on the amount of students maybe have the test be a verbal conversation with them independently to assess them.

If they show that they can understand these questions during discussions I would simply read the questions aloud. This would give them the opportunity to better understand the question and give them an opportunity to answer it correctly.

Create a different kind of assessment that fits the needs of the class. If that worksheet is not work than brainstorm other ways to assess them

Teach an explain the questions before hand. Not the exact questions but mock ones. Getting them familiar with how these questions are worded. Also, these students may need to be tested know for sure what is going on with them.

Exposure to DOK questions on a regular basis would benefit your students during testing. A DOK question can be a bell work activity with a reward for the right answer. If students comprehend the information during classroom discussion and when completing classroom tasks, then I would work on teaching my students test taking skills on a daily basis. Make the activity fun and reward for students who participate.

I would suggest making some sort of accommodation for these students. Instead of reading the question maybe you as the teacher can say the question and they can respond with a written response. Or give them the test in a one-on-one verbal setting - asking the same questions and having the answers recorded. This way they are taking the same test, same questions, but given an alternative way to hear the question and answer.

You can go over test-like questions in class and teach the students how to break down and simplify the questions to make them easier to understand.

I may try changing how your tests are formatted, maybe add more T/F or multiple choice questions, and decrease the amount of short answer.

I think you should continue focusing on lessons that could help them in this area and prepare for the test. When the test is done and graded, you could always go over and review the parts they struggled with and explain what answers were correct and what you were looking for.

One solution could be to give students the test questions ahead of time, and discuss what they mean as the lesson is being taught. Another solution is to give students the test orally.