"I like to compact because the compacting group is moving faster then the non compacting group and if we didn't have compacting or non compacting groups then the whole class would be slowed down or just bored because they aren't moving fast." - Student
Create a pretest, use as many forced-choice questions as possible for ease of grading. Think about concepts you would want students to know from previous content that will help them put pieces together for the current topic. Determine a “cut off” score; I usually shoot for around 85%. Give students an opportunity to preview/play content before taking it. Don’t be too stringent on the results… I always have students who want to argue about misunderstanding a question (or something like that). I like them to advocate for themselves, so I try to honor their comments.
The first time I tried compacting, I explained the process using this description, then I provided the overall plan for the process of both compacting and not (referred to them as different paths).
Because they have chosen this path, I recommend you require demonstration of mastery before they set out to go deeper with the content.
This has come to be my favorite way to determine who should compact…
"I like the option of compacting because it makes me feel that if I am understanding the topic very well I can learn that and expand on to that topic and if I just feel like I don't understanding the topic yet I can take it at a slower pace until i can completely understand." - Student
"More deeper and harder assignments in the compacting unit. The option is one thing I love about this class, it lets me work ahead, but also at my own pace and independently" - Student