Hi, Amelia! Thanks so much.
For quizzes, I do not offer anything at all. I remind the kids that everything will show up again on the test, and it is their responsibility to catch up on what they missed before the test comes around, but the grades stand. I do offer "help hours" still since many of them need my help to get past what they were stuck on.
Sometimes I will replace extremely low quiz grades with a grade from the portion of the test that covers the same concepts. This gives them extra incentive to master difficult concepts. I do not do this for every quiz.
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What about if a student did really poor and they got a 1 out of 20 and they do the test corrections but it only counts for half. They would get as much as 9.5 points extra but that would still be an F or how is the scale set up? I have been trying to implement this instead of them redoing a test.
Thank you
Thank you for sharing tips! In respect to quizzes, grade immediately to pass back the next day as a warm up. Have students work collaboratively in their groups to compare and correct their answers for points on warm up grades (using a point system). Many of my students have no interest in doing anything that does not earn points.
I still have a lot of reservations with this system. A student could easily pass there math class with some "effort" even if they lack "understanding". The grade should represent what they know. I guarantee every teacher will have student parrot back a written response from a friend or a parent, without being able to solve that same problem a week later. Also, by allowing these outside resources as help toward their grade, you are creating an unfair playing field.
Hey Craig,
Thanks so much for commenting. It does in some ways reward effort, but I have often seen that effort leading in turn to stronger skills (doing the corrections is like studying again). So I think the two go hand-in-hand. Good points about the outside resources. Ideally, students without any outside help do these right with the teacher, like extra help hours or tutoring. Any student has an opportunity to do that, and they can benefit a ton from it. Your concerns are definitely real challenges, but with a little vigilance in enforcing the guidelines, the parroting can be addressed. Once in a while I have had to ask a student to explain verbally. It's important that they understand that you will expect them to be accountable, and these points cannot be earned by taking the easy way out. Thanks so much for joining the conversation!
- Brigid
You could require them to do the corrections with you at extra help if you are concerned with outside resources. Also, I allow them to make up all tests during the quarter, but only 1 counts. This way I don't feel like their grades are inflated.
I use corrections for quizzes, not tests. This way students can learn from their mistakes, prove they know the material and then, in theory, do better on the test. I think of the quiz score as the "diagnosis" and the test score as the "autopsy".
Do the students take their tests home to do the corrections? I suppose that even if someone else told them what to write down, they would still build understanding. Thanks for the great idea. (Sorry about the blank comment.) :-)
Yes, Frida, I do let them take it home. I even accept sentences like "My big brother / friend from the other class period showed me that I was multiplying the decimals the wrong way. I did not remember to account for the zeros," as long as they show the work and explain clearly that they now understand it. I am so glad that you like the idea. Let me know how it goes. I really love using this method. Thanks!
-Brigid
I have been using this same system for years and love it. I used to allow them to turn in corrections up until the next chapter test. Of course they came flooding in the day before and I was left with grading for days. Once they knew that I wouldn't accept an explanation of "I got this wrong because I didn't get it" or "I missed this one because I got it wrong" they began to write more thoughtful explanations including mathamatical language.
Two things I did add last year to prevent them getting outside help and possibly getting those points back and still not understanding their mistakes because someone else told them what to write, and to avoid the last minute rush, is 1) On the day I give the tests back I give them a class period (or half depending on the length of the test) to complete corrections and they turn it in the same day. They use their interactive notebooks and can help each other so I can monitor the type of help given. Also, one HUGE change this last year was that I started doing 'group test corrections' where I gave all 4 kids' tests back at each table with just their score at the top and didn't indicate which ones were wrong. Then as a group they do the same test again and discuss their answers, justifying which ones they think are right and getting help on the ones the group agrees are wrong. At the end of the period the group turns in just ONE test and it is graded for the same amount of points as their individual test. I keep their original score as well. This system has WAY less grading and LOTS of cooperative learning.
And in regards to quizzes, I have been giving Super Happy Fun Partner Pop Quizzes (SHFPPQs) for years. Kids work with their partner and each do their own same quiz and write both their names at the top (their name first) while collaborating and discussing their work and answers. Justifying and explaining. When they have agreed on all their answers (and you'd be suprised at how many turn in quizzes with different answers) they turn them in and I either ask them a silly question (who has science later in the day? Who has the most siblings? Who lives closer to school? Or a good ol' rock paper scissors or have them pick a number 1 to 10 ..to determine whose quiz I will grade or I just pick one at random...I staple them together and put the selected quiz on top. I then just grade the top quiz but both students get that score. I almost always have SHFPPQs the day before a regular individual quiz (SHFPPQs are generally less points than individual quizzes) as a way to get help if they need it before the big quiz.
The kids LOVE these and I am always suprised that rarely does one kid just copy the other ones' answers. They are explaining and helping and defending their answer if they are confident they are right since their quiz score may very well rely on their partner's answers.
Hi Marsha, I do not usually have a copying problem, because they have to explain in sentences. If a set of sentences do match, then you can have them verbally explain it too. Maybe I should add a disclaimer to the procedure saying "You better be able to explain it to me out loud too!" :) I have not really had that problem yet though, because they know that I am reading the sentences.
-Brigid
I use a method very similar to this and I have had students caught by my colleagues copying corrections during homeroom or other class periods (our policy as a team of teachers is that if any student is caught copying anything other than missed notes we take the papers and give them to the teacher that assigned them). My policy for copying corrections is I conference with both students individually to get each of their stories - I also explain to both of them that their choice means that their corrections will not count and their grades stand as is. I consider this a lesson learned and I do send home an email to both parents to let them know what occurred and to please talk to their students about this and the ramifications that this can have in their future (not just a missed opportunity for raising a grade).
I use a method similar to this but I require the student to have the parent sign the corrections. This way the parent may be able to offer a way for the student to do the problem that I have not addressed. I also like for the parent to be aware of any failing grades before the end of the grading period. I teach 6th grade Math and Science and my students are younger so many of my parents are still very involved. Our district also offers our parents access to their students grades online so many of my parents are already aware of the failing grade and are watching for the paper. This addresses many of my concerns about copying because most parents hold their student accountable for these answers. I also use these in parent conferences to show that they have had the opportunity and if the student used it to improve their grade and understanding. This also shows the student that their teacher and parents are working together for their benefit.
I am very interesting in this procedure. So when you correct their tests the first time, do you simply note how many points they lost for each incorrect problem. I would assume you don't find their mistake and write the correct answer.
Hi,
It really depends on the content, and sometimes even on the student. I often circle the line in their work where the mistake was made. I'm never trying to hide it from them or keep it a secret where they went wrong. They can easily enough find the correct answer on a friend's graded test. The goal is to get them to understand, explain, and fix it up. I want them to prove that they now understand it.
What do you do at your meeting with students? What if they come to you with only a portion of the work done? I assume they only get credit for the completely corrected problems and that you go over the others with them. Do you normally give partial credit on problems, and if yes, can they earn 1/2 of the points you took off on the original paper for those as well?
Hi jananian,
At my meeting with students, it's more like tutoring. We actually go over what the student still needs my help with. This is done before the test corrections are due. The point is to help them to fix the errors of they still do not understand the content enough to do it alone. I do grade with partial credit, and yes, they can get half of these points back, but I don't go beyond half points so if they lost two different half points and correct both, they can get a half point back. However, if they only missed a single half-point, I do not give a quarter of a point. 152ee80cbc
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