Tuesday, 3 December 2013
I’ve been grading tests today.
When you take a test in my class, you read questions on Moodle, solve them on paper, and answer on the computer. You submit a complete test and get immediate feedback about right and wrong answers and if the score is below 90%, students see this feedback:
I go through the work papers to grant partial credit. No correction means no partial credit. The two examples above are both ends of the spectrum — most work falls somewhere in the middle. Ideally, kids spot the place they made their mistake and classify the error. I’m super-forgiving of algebra errors like the first example above, so if you divided instead of multiplying, circle it and say so — you’ll earn credit for the physics you showed.
I’d guess that 75% of the time, my students can show a correct solution if they’re given the right answer. Practically speaking, this means they get a problem wrong on the test, Moodle says “wrong, the right answer is #”, and most of my kids can work to that correct answer. This is fascinating to me and something I want to write about more.
I love to hear when other teachers get in on this — Geoff Schmit being the most recent one I’ve read.