I came across this this morning and it has a lot of good ideas:
In particular, I like:
- Keeping the number of standards per unit small (like 5ish)
- Grading standards yes/no – though personally, I think I would still have some that are assessed good/fair/poor/NO because it gives more feedback. On the other hand, something like Roberta Slobodian’s stoplight idea is simpler still, and gets the message across very effectively.
- Once a standard has been achieved, it isn’t undone. This is similar to the idea behind how games assess: points can only go up. Your best score on any level is not replaced by an later attempt – unless of course, you do better.
I disagree with refusing to allow student initiated reassessment. I must always allow for the possibility that I may have missed something.
Also, I would leave all the assessments in electronic form and save the paper.
Now to the reason this post has the heading it does:
So I just put the most missed standards on subsequent quizzes.
A good idea. Even better: take some time in class to “re-teach” those parts where too many students missed things. How many is too many, you ask? Well, that totally depends on what it is. Face it: not all things are of equal importance. Some things are crucial and MUST be understood before going on. In those cases even a small number of students who missed it demands some attention. Other things are less important or ‘smaller’ and could perhaps be addressed by simply telling everyone what they need to know directly.
I wonder how many teachers (HE included) actually take the time to do this? How many actually build space in their schedule for this?
How should we “re-teach” something? There are a myriad of ways, some of which I will talk about in a future post. So stay tuned folks…..