NEW MATH TEST GETS MIXED REACTION; 60 SCHOOLS GIVE TEST A TRIAL RUN

About 60 area schools recently gave a new Missouri math assessment test a trial run, but feelings are mixed on whether it will positively affect student scores.

The math test becomes a mandatory assessment next year. It moves away from the multiple-choice format of the Missouri Mastery and Achievement Test, or MMAT -- which doesn't require students to demonstrate their proficiency -- and towards the new Show Me Standards requirement for more performance-based evaluations.

While the hope is that the new tests will eliminate "bubbling" -- randomly filling in multiple-choice bubbles without giving the answers any thought -- some administrators believe it will not encourage students to raise their scores.

"I have a reservation of judgment on how you're going to grade the test," said Nell Holcomb Superintendent David Fuemmeler. "I'm concerned about the partial credit and how that's determined; it could be affected by how objective the grader is. I still think some of the bubble-filling is not bad if it tests the student's basic knowledge."

Fuemmeler said he believes the state should decide upon one test and improve upon it rather than implement a system for a number of years, then scrap it for something else.

Fred Jones, assistant superintendent of curriculum and instruction for Jackson schools, said he supports the test but believes test scores will drop initially after the changeover next year. "They'll probably go down because of assessment differences," he said. "Anytime you learn something new, it takes getting used to. But in the long run I think we'll find out we're on the right track."

Some officials said the math test is the first in a number of positive changes for the state. An implementation schedule will require all Missouri schools to administer performance-based assessments in math, communication arts, science, social studies, health-physical education and fine arts by the end of 2000.

"Of course, the only thing that likes change is a baby with a dirty diaper," said Pam Wilgus, regional facilitator for the Assessment Program. "This new assessment allows a better, more complete statement of students' knowledge and abilities. Never before have we asked students to explain why they think the way the do."

Wilgus said students and teachers voluntarily trying the math assessment have been receptive to it so far. She said they like the new format, which consists of three sections: multiple-choice; constructed response (short answer); and performance event (demonstrate reason and logic behind answer).

Students appreciate the opportunity to earn partial credit, she said, and the test should show an improvement in scores in the long run.

"Change is a very slow and difficult process," she said. "In the long run, I believe the results will be much more positive for the entire state."