Pam Rhees Faster Isn't Smarter: Timed Tests

Pam Rhees Literature Review

Title:  Faster Isn’t Smarter: The Trap of Timed Tests

Author: Cathy L. Seeley

Source:http://www.mathsolutions.com/documents/9781935099031_message18.pdf

Summary:

Cathy L. Seeley addresses the use of timed tests to assess knowledge of math facts.  She feels that these timed tests are faulty as assessment tools and in fact couldcause more harm than good. Listed below are her augments against using timed drills as a way to determine if students are progressing in mathematics.

1.       Timed test can be motivating by some students, but others can be frustrated and develop test and math anxiety by having the pressure of competing against time and other students.

2.       A teacher might incorrectly assume that a student has not mastered their basic math skills if she/he is unable to perform at a predetermined amount of time.

3.       The students who cannot complete their timed drills in a set time limitcoulddevelop a sense of failure in their math ability; which could hinder their future success inmathematics.

4.       It is more beneficial for a student to demonstrate background knowledge and understanding of mathematical concepts than the demonstrating the speed of using memorized facts. 

The author gave an alternative way to help increase speed in computation (if speed is a priority).  She suggested to have the students take a timed test then let them compete against their own score each week. That way they can see improvement without competing against others; thus reducing stress and anxiety.

Analysis:

This article has helped me to see how detrimental the math drills could be to the struggling student or the student who cannot performrapidly.  I can also see how deceiving the timed results could be; a student might know how to figure an answer but might be unable to perform underpressure. 

I currently give timed multiplication and division math timings each day.  I have chosen to do this because it is a way to motive the students to study their math facts, and most of the students really seem to enjoy the competition.  I know that it is extremely important for the students to understand how to problem solve, but I feel that it is also important for the students to know their facts before they are introduced to more complex equations and mathematical problems.

I do not want to give up the math timings, because I think there is some beneficial value to them, but this article has certainly been food for thought.  I will find ways that I can give the assessment without causing stress and anxiety to some of my students.