Where can I find overall school usage data?
On your home page, click on the “Account Information” link located just to the right of your avatar. You can even compare the below usage stats to last school year’s.
- Activation codes
- Total school logins
- Teacher and student login counts
- Completed activity counts (tests, games, videos, and practice activities) for all content areas combinded
- Usage by test
- Subscription details and renewal dates
Thank you to the 321 teachers who took our “Print Resources” survey last month. You told us your favorite print resource is our Quizzes. You also told us you like our Class Activities.
Are you using USATestprep’s Class Activities or Quizzes in your classroom? What about our Puzzles and Flashcards? All of these standards-aligned resources are included with your school’s USATestprep subscription and can save you big when it comes to planning time. Give them a try in March!
What’s the old way?
Previously, a teacher could edit assignment settings here (multiple attempts, minimum score, retry missed items) at any time, even after students started completing the assignment.
Why was it a problem?
That functionality was plagued by bugs, not to mention some confusion — were all students affected or only students who haven’t completed the assignment yet? What if the student has one attempt left and the settings are changed?
On top of that, it made troubleshooting much more difficult because what if the teacher changed the settings after the student finished the assignment? We didn’t keep track of those changes, so there was no way to be certain of the settings at the time when a student completed an assignment.
What’s the change?
We have removed those three settings from the Settings modal. So, here are the two main changes:
- If teachers want to change those settings, they must use the Edit button — but wait…can’t teachers only edit an assignment before any students have completed it?
- That is change #2. Teachers can only edit those three settings if NO students have completed it yet. That way, we can ensure that all students have the exact same settings.
Where can teachers view their settings?
To view the settings for a specific assignment, click on the assignment title. We’ve added the selected settings in those details as a reference.
USATestprep offers a variety of built-in accommodations on our site. These accommodations fall into two categories: Benchmark Accommodations and Assignments/Projector Based Resources.
- Duplicate Copy – When a benchmark is created, there is an option to make a duplicate copy. This is a great tool to use to meet the needs of diverse learners. The duplicate copy allows you to go in and change the test settings.
- Spanish Option – Questions, answers, and passages can be translated into Spanish. If you select this option, the test will not automatically be translated for every student. Instead, there will be a link at the top of the benchmark labeled “Español,” and if a student clicks on this link, the test will be translated.
- Reduce Answer Choices – This will reduce the number of answer choices from 4 to 3. It will still show all four answer options, but one will already be eliminated.
- Highlighter – We offer a highlighter tool that students can use to highlight key words and phrases.
- Audio Available – We offer audio recordings of passages, questions, and answers.
- Eliminate Answer – Students can hover over answer choices and choose to “Eliminate” the answer choice. When this is done, a line will be placed through the answer. If a student hovers over the answer choice again, he or she can “Restore” that answer.
- Printing Options – Our benchmarks can be printed in larger font sizes and with a variety of spacing options.
- Question Filters – When creating a custom benchmark, teachers can filter questions based on Low or High DOK or difficulty level.
Assignments/Projector Based Resources
- Multiple Attempts – When creating an assignment, teachers can allow students to have multiple attempts to improve their score.
- Minimum Score – Teachers can set a minimum mastery score on assignments.
- Difficulty Level – Our practice question difficulty levels can be adjusted to three options: Random, Beginner, or Advanced.
- Font Size – The font size for our projector based resources can be adjusted to be larger for students who may need this accommodation. For more information on accommodations, please refer to this webinar recording. To use these tools in your classroom, login to your USATestprep.com account.
1) Click on the “Classes” tab. Then, click the “Create New Class” link.
2) Give your class a name. Then, select the test(s) that will be used by this class and click “Continue.”
3) Now you can add students to your class. As you find the students you are looking for, you can add them by clicking the “+Add” link to the left of their names. Student names will appear on the left side as they are added. Click “Save and Manage Class” when finished.
4) Successful class creation will take you to the page seen below. Here you can click “Edit Class” to make adjustments, click “Password Cards” to print login information cards for each student, or click “Lock Game Arcade” to prevent students from playing games.
1) To change your account information, email preferences, or avatar, click “Edit Account.” Click “Account Information” to view activation codes, usage data, renewal dates, and account contacts.
2) Click on “Webinars” to access a wealth of training and expert insights on using USATestprep. Both pre-recorded and live sessions are available.
3) To access standards-aligned resources by content area and grade level, mouse over the top navigation. Click on the content area you wish to use. You will see a wide variety of online and printable resources, as well as projector games.
4) Click the respective tabs to create a class, benchmark, or assignment. Future emails will provide in-depth directions on using these sections of the website.
5) To access help resources, additional training information, and FAQs, click the “Need Help?” link. You may also contact USATestprep directly by clicking the “Feedback & Contact” button at the bottom of any page.
Reading a history textbook is a lot like being at the end of a line of players in the old game, “telephone,” in which a message is passed along in whispers from one person to the next. By the time it gets to the end of the line, the message has often changed quite a bit, and is often shorter and less detailed than it was at first — if it is not hilariously wrong!
By the time an event is narrated in a textbook, it has likely passed through many hands and tellings: The textbook author has herself read it in an article, whose author, in turn, read it in a historical anthology (such as one of the Cambridge “companion” volumes). The authors of the anthology, in turn, may have read an account of the event in a famous monograph written by an eminent historian of the last century, and so forth. But what was the original “message” in this game of telephone? What did the first narration of the event sound like?
Take the story of Julius Caesar’s crossing the Rubicon: He knew, both as a matter of tradition and according to Senate declarations, that to cross the Rubicon into Italy with his army amounted to a declaration of war and an act of treason against Rome. His decision to cross the the river in 49 BC led to a war and to developments in his life which have had incalculably many consequences for all subsequent history. Even the phrase, “to cross the Rubicon,” has become a proverbial way to express the idea of taking an action which cannot be reversed.
So what was that first Rubicon-crossing like? Thanks to the internet, we can easily get close to the original telling of this story.
When it comes to the history of ancient Greece and Rome, there is no better resource for those of us who are not Classics scholars than the Loeb Classical Library. The LCL is a collection of over 500 volumes of the most essential surviving literature of the ancient world, presented in the original Greek and Latin with facing-page English versions.
The Loeb project began in 1911, so many of the translations are now in the public domain. These have been gathered into a digital library of PDFs called Loebolus (or “little Loeb”), which can be downloaded either individually or complete in one file. There are also more browser-friendly versions of many of these available on LacusCurtius and at the Perseus Digital Library.
The LCL includes three volumes containing five of Caesar’s own historical works but, alas, in none of them does he offer his own account of the Rubicon moment. But Plutarch and Suetonius, two authors who wrote less than a century after the event, offer us very compelling accounts from much farther up the “telephone” line than our textbooks!
Plutarch (in his Life of Caesar) tells us:
He [Caesar] himself spent the day in public, attending and watching the exercises of gladiators; but a little before evening he bathed and dressed and went into the banqueting hall. Here he held brief converse with those who had been invited to supper, and just as it was getting dark and went away, after addressing courteously most of his guests and bidding them await his return. To a few of his friends, however, he had previously given directions to follow him, not all by the same route, but some by one way and some by another. He himself mounted one of his hired carts and drove at first along another road, then turned towards Ariminum. When he came to the river which separates Cisalpine Gaul from the rest of Italy (it is called the Rubicon), and began to reflect, now that he drew nearer to the fearful step and was agitated by the magnitude of his ventures, he checked his speed. Then, halting in his course, he communed with himself a long time in silence as his resolution wavered back and forth, and his purpose then suffered change after change. For a long time, too, he discussed his perplexities with his friends who were present, among whom was Asinius Pollio, estimating the great evils for all mankind which would follow their passage of the river, and the wide fame of it which they would leave to posterity. But finally, with a sort of passion, as if abandoning calculation and casting himself upon the future, and uttering the phrase with which men usually prelude their plunge into desperate and daring fortunes, “Let the die be cast,” he hastened to cross the river; and going at full speed now for the rest of the time, before daybreak he dashed into Ariminum and took possession of it. It is said, moreover, that on the night before he crossed the river he had an unnatural dream; he thought, namely, that he was having incestuous intercourse with his own mother.
Suetonius gives his account in his Lives of the Twelve Caesars:
Then, overtaking his cohorts at the river Rubicon, which was the boundary of his province, he paused for a while, and realizing what a step he was taking, he turned to those about him and said: “Even yet we may draw back; but once cross yon little bridge, and the whole issue is with the sword.”
As he stood in doubt, this sign was given him. On a sudden there appeared hard by a being of wondrous stature and beauty, who sat and played upon a reed; and when not only the shepherds flocked to hear him, but many of the soldiers left their posts, and among them some of the trumpeters, the apparition snatched a trumpet from one of them, rushed to the river, and sounding the war-note with mighty blast, strode to the opposite bank. Then Caesar cried: “Take we the course which the signs of the gods and the false dealing of our foes point out. The die is cast,” said he.
Accordingly, crossing with his army, and welcoming the tribunes of the commons, who had come to him after being driven from Rome, he harangued the soldiers with tears, and rending his robe from his breast besought their faithful service.
It should be clear that using the internet to “go up the telephone line” and to get closer to the sources of history is a great way to make the events and stories more lively and easier to relate to, as opposed to waiting for the messages to get all the way down to the textbooks we use in the classroom.
Students and educators around the nation are concerned with their SAT and ACT test scores. Most of their efforts are focused on increasing their scores based on their academic efforts. What if there were a quick and easy way to ensure you’re maximizing the results of your students’ hard work and study? This great infographic shows a few non-academic ways to make the most out of testing day. The first couple are fairly obvious, get sleep and eat well. The rest of them, not so much. They include body language, inner dialog, gum, and others.
Read the full article at the Groza Learning Center.
Student Dot Rank Settings
- On any content area page, students can track their own progress and proficiency.
- Proficiency is displayed using Dot Rank, our system of green, orange, pink, and grey dots.
- Students have two options to calculate their Dot Rank scores — best practice question set only or cumulative total of all test, benchmark, and practice questions.
- New easy toggle at the top of the page makes it easy to switch views.
- Click on the Dot Rank link to view scoring breakdown for each color dot.
- Vocabulary, performance tasks, and videos are tracked through the Progress bar.
Did You Know…?
The day after a test, every math teacher has heard this student complaint:
“But I did all my homework, and I got the problems right! How could I have made a 50 on the test?”
Of course, the question is usually intended to advertise the student’s powerful work ethic, and perhaps to give the teacher a twinge of guilt for having flunked him.
On the other hand, if the student really has been working hard on the homework, then there may be some easy adjustments he can make to improve his results. Ask these questions:
Are you making yourself too comfortable when you work?
A common mistake is for students to work on math problems in too relaxed a posture. They should be sitting at a desk, with minimal distractions, and working the problems exactly as if they were testing.
Do you have too many reference aids? Are you using your notes, homework problems, formula sheets, stuffed animals, Twitter buddies, etc.?
Students often practice with far more assistance than they will have on the test. Stress to them that EVERY problem should be attempted — at least to begin with — as though it were being done on a test. Students should get as far as they can and then, if they get stuck, try to get just enough information to continue the problem, but no more. They may have to resort to little “tricks” to make this happen; for example, covering the bottom part of a solution so as to see only the next step, or asking a friend to tell them what the next step is, etc.
Are you checking every problem — NOT by looking at a solution, but on your own?
It is just as important to practice the checking process as it is to practice the solving process. On a test you do not have a place to look to see quickly whether your answers are right — you have to decide if your answer is reasonable and check it on your own. Do this every time to develop this extremely useful habit! You may be surprised at how many of your own errors you can catch, and learn from.
The goal of all these items is the same: Complete all your practice as if you are working on a test. Do not fool yourself into thinking you are “getting them all right” when, in fact, you are only getting them after checking your notes, trying ten formulas from your sheet, calling two friends (including Uncle Frank, the math professor), and posting a request on a homework help site.
All Practice Is Test Practice!