9 Reasons for Wrong Answers, Part IV: Pacing, Self-Checking

Jan 17, 2011
Evelyn Gaspar

I didn't make a mistake; the teacher did. - Evelyn Gaspar

When students explain, "I messed up." "I don't get it," or "The teacher made a mistake." parents can help with pacing, word meanings, or self-checking.

Student explanations of why they made mistakes on tests they'd studied for often sound like excuses.but do contain useful clues for parents. Here are some more examples of actual test questions (slightly paraphrased), student errors, the actual conversations about them and what to do next. Remember: always check for accurate reading and comprehension by first asking the student to read the question aloud.

I Don't Get It

This is how to make a mirror Take a piece of glass. Coat one side with silver. Then give it a black backing.

Explain how to make a mirror.

Technically, this question is written in very simple English It contains only simple sentences and only familiar words. The third-grader who responded, "I don't get it," didn't have a problem reading the question. He read it fluently although it sounded as though it made no sense to him.

Most English words have multiple meanings. Reading comprehension depends on the individual's linguistic base (familiarity with vocabulary, and written heritage) and experience base (familiarity with the real-life things that stories and articles refer to.)

So ask questions to determine whether the student knows that a mirror is a manufactured item, and that a "piece of glass" isn't always something that broke. Does he know that "silver" isn't just a color, but also a metal; that "coat" can mean "cover with a thin layer;" and that "backing" isn't always a way to get out of a parking space?

If many of the word meanings and references are known, help him write an answer.

If not, say, "I can see why that question stumped you, but you'll get better at this kind of thing." Then begin an ongoing habit of more reading to the student from a variety of materials and discussing them; of seeking out new experiences to share, applying vocabulary to experience, and repeating it later in conversation; and of looking for opportunities to use familiar words in new ways.

You will start to notice small improvements in comprehension. Let the student know you see his progress.

I Messed Up

"Look at this spelling test. You left out letters and got letters out of order. But I quizzed you this morning and you said them all correctly. What happened?"

"I don't know. I messed up."

This student is telling us exactly what happened. He knew the word. He could rattle it off in a second. He could say it much faster than he could write – and saying it in his head was even faster than that. Just as a typist needs pacing to avoid errors from one hand moving faster than the other, pacing is required for writing spelling words, correct sentences (words or punctuation misplaced or omitted), and often for math answers (numbers copied incorrectly, digits or decimal points misplaced or skipped.).

It's important to practice for written tests by writing. Be sure to also have students go over each answer and make any needed corrections. They should develop the habit of not looking up or putting down the pencil until they're sure everything is correct. Looking up at the teacher is a way of signaling that the student is ready for the next item.

I Didn't Make a Mistake; The Teacher Did

"Can you tell me why you got this one wrong?"

"I didn't get it wrong. It should have been marked right!"

"Did you tell the teacher?"

"No. I was embarrassed."

"You shouldn't be embarrassed about getting a right answer or about standing up for yourself."

"The other kids might think I was making a fuss. And the teacher might say I was wrong."

"Did you check carefully? Are you really sure you're right?"

"I did. I checked my work twice. But usually when kids complain, she proves they made a mistake."

Why would a teacher embarrass students in front of the class. Perhaps because she is also frustrated about students hurting themselves by making avoidable errors and then insisting they have nothing to learn from her. It does happen that teachers make mistakes in grading, that test materials contain misprints and that test questions are worded in a way where a different answer could also be correct – but it doesn't happen often.

Students should learn to stand up for themselves when they need to. To do that, they must learn how to know when it is the right thing to do, how to support their position with evidence and how to present their case in a way that will get a hearing. So help them go through all the types of mistakes mentioned in this set of articles to be sure there is nothing they missed. If you and your student both believe the grading is wrong, then decide how to approach the teacher in a respectful way and ask when she can make time to look at it.

So, Here Is the Key to These Codes

"I don't get it," means help the student develop a stronger linguistic base and experience base by finding opportunities to read aloud and and to share new experiences and discuss them, and to use vocabulary in new ways.
"I messed up." means work on pacing and studying for written tests by writing.
"I didn't make a mistake." means check for every type of error and if you don't find any, make your case tactfully and with confidence.