In any math class, and especially in the developmental classes, we need to make sure that students attain competency, that is that they have learned the requisite knowledge. On the other hand, since we are dealing with students who have struggled with the subject for years, we need to cheer every bit of growth.
So then, how do we implement testing and grading that does not emphasize one over the other but rather rewards both competency and growth? Here is how I do it in my classes.
CLASSWORK
I have come to rely on classwork as a teaching tool. I assign odd problems from the textbook so that students can check their answers and get guidance.
On average I try to arrange for at least half of the classroom time to be devoted to classwork, however not every student will be able to complete all the assigned problems in the given time. In order to compensate for the concerns about time I will have a base of 10 - 20% of the grade be just for turning in the classwork. I usually grade to or three problems from each section and give ½ point for trying to do the problem, and ½ point for getting the answer correct.
HOMEWORK
I assign two types of homework, online and paper and pencil.
Online homework I set up so that students can do the problems over and over until they get them all correct Most of us hate to be beaten by the computer, so this encourages students to keep working, to grow toward competency.
For paper and pencil homework I assign even problems from the textbook. This can be considered proficiency based grading as the students cannot check their answers, unlike the classwork and the online homework Similar to the classwork I will give ½ point for trying to do the problem, and ½ point for getting the answer correct.
TESTS
Students usually hate tests, and I must admit grading tests is low on my list of enjoyable activities, but there are many benefits to testing (really!). I use tests to both check for competency and help growth.
The test itself is just like any other teacher's test, as far as I can tell. Questions from the chapter(s) which cover the topics that I feel are the most important This is based on what students need to know going forward, and those areas that require students to really understand the material.
After the test, I do something different. When I had back the tests I allow students to correct their mistakes and earn back points. I do this in what a friend of mine labeled the "communist method"(more points to those who need more). Students can earn back either 50% of the points taken off, or a 70, whichever is higher.
A couple of examples. Student A makes a 90 on the test. Half of the 10 points missed is 5, so their new grade is 95.
Student B makes a 70 on the test. Half of the 30 points missed is 15, so their new grade is 85.
Student C makes a 50 on the test. Half of the 50 points missed is 25, so their new grade is 75.
Student D makes a 30 on the test. Half of the 70 points missed is 35, so their new grade would be 65, but we bring it up to 70.
In the past I have also had the students who need the most help have them do an assigned problem from the textbook for each of the missed test problems as well.
I have found that having students do test corrections helps students retain the material, and when I have taught at colleges where there is a departmental final I have had a close correlation between the students' grades going into the final and their grades on the final.
For each portion of a student's grade I am balancing the student's competency/mastery with helping the student grow and improve. As always I would love feedback on how others balance competency and growth in their evaluations of students.
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