My son with a standard score of 23 takes the National Unified Elementary School Student Test for the first time [1st Grade, June]
Last time, I wrote about how my son Tatsuo, a new 1st grader, hit a standard score of 23.1 (540th out of 542) in his first mock exam (Waseaka Challenge Test).
▼Click here for the previous story
This time is the sequel, the June National Unified Elementary School Student Test edition.
What I did after receiving a standard score of 23
The cause of the previous defeat was a problem before academic ability: "he didn't know how to take a test." So, instead of cramming for the test, I focused on teaching him how to take it. Once or twice a week, I prepared him while telling him the following:
・Write your name clearly
・Try solving drills while being conscious of the time
・Try doing Japanese language drills——Since he had zero practice with descriptive answers,
・If you have time left over in calculation, do it again. The habit of reviewing
・Encouragement like "The problems Tatsuo can't do are difficult for other kids too"
There was one thing I tried to teach but stopped: "Skip the difficult problems." While that is correct as a test strategy, at this grade level, difficult problems are basically placed at the end, and I reconsidered that this is still a stage for the experience of thinking things through rather than the technique of discarding them.
And one more thing, this was effective:
"If you get over 220 points, I'll buy you a game"
There may be pros and cons to the reward strategy, but Tatsuo became positive about "wanting to take the test." The 220-point setting is a back-calculation from my prediction that a standard score of 60 would be around that score.
On the day
The National Unified Elementary School Student Test can also be taken at Waseaka school buildings, so we went to the same venue as last time. As expected of the National Unified Test, there were many more children than during the Challenge Test. Even so, I think 1st graders were in the minority.
Tatsuo's impressions after finishing the test were——
"I did my best, but it's subtle whether I'll reach 220. The end was difficult."
……His impression last time was "By the time I erased the parts I got wrong, it was already time." Just being able to talk about the content of the test is progress.
Results
2-subject standard score: 56.1 (Math 55.6 / Japanese 55.6)
Total score: 215 points
From 23.1 last time to 56.1.
Fell 5 points short of 220. The game will have to wait for another time.
Reviewing the answer sheet: Math
He hardly missed any problems with a high correct answer rate, and his weaknesses actually became clear.
・Composition of 3D shapes (development diagrams like a cylinder being two circles and one rectangle)——He was wiped out here. He understood the meaning of the problem and seemed to have gotten it wrong with confidence.
・The final algorithmic problem——He seemed to have had trouble understanding the problem itself.
He said he had time left over (this is also a big change from last time).
I see shapes as something that will catch up with development, but since this is a field I struggled with as a father, he might have inherited the weakness (perceptual reasoning) that was revealed in the WAIS-IV the other day.
Reviewing the answer sheet: Japanese
The Japanese answer sheet also showed his ability better than before, but there were a few misses on simple problems, and the aspect of "being bad at writing" was simply visible.
It's a continuation of the issue from the last Challenge Test where his hiragana writing was completely wiped out. While he can read and understand, his writing has not yet caught up.
The symbol of that was——mirror writing. The "ku" in "mekuru" was reversed and became "me>ru," and he lost 7 points because of this. If he had these 7 points, he would have exceeded 220, right? I just told him, "That was a waste" (laughs).
However, I think both mirror writing and writing will be corrected with growth. I'm not that worried, but since I just learned last time that "because he can read, he can write" doesn't apply, I intend to add a little bit of writing practice to his daily routine.
Bonus: I also had an AI analyze it
Since I got a taste for it during the WAIS-IV, I had an AI (Claude) read the report and the background this time and analyze it as a third party. There are two main points.
Part 1: A prescription for "getting it wrong with confidence." Getting a shape problem wrong with full confidence is not due to carelessness or lack of understanding, but a state where the 3D image in his head is not yet connected to the experience of real objects. The countermeasure at this stage is not repeating drills, but manipulating real objects like building blocks, origami, and crafts.
Part 2: Early birth correction. Mock exams for 1st graders are the time when the influence of the birth month is greatest within the school age. The standard score of 56 for Tatsuo, who was born early in the year, can be read as higher than its face value.
Consideration: 23→56 does not mean "academic ability has increased"
Writing that it rose 33 points in 3 months sounds dramatic, but this is not a rapid increase in academic ability. I think the accurate understanding is that "how to take a test," which was zero last time, was included, and his original position was finally measured. My thoughts on how to read mock exams for lower grades are written in the previous article.
▼Are mock exams for lower grades "useless"?
The purpose of mock exams at this stage is strictly to confirm his standing and get used to the environment. I don't think there is a need to teach detailed techniques yet. I will continue to have him take them regularly and continue fixed-point observations.
And as for Tatsuo
Tatsuo was disappointed about missing out on the game, but after a while, he asked, "When is the next test?"
Perhaps he felt frustrated, or maybe he figured he could win the game next time. In any case, since he seemed motivated,I decided to have him take the Waseda Academy Challenge Test for the second time.
The record that started from a deviation score of 23 continues.
To all the veterans of middle school entrance exams and the class of 2032, I look forward to your support 🐉
I started a note in July. I'm a beginner, but following me or giving me a like would be a great encouragement.