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. This system has WAY less grading and LOTS of cooperative learning.Īnd in regards to quizzes, I have been giving Super Happy Fun Partner Pop Quizzes (SHFPPQs) for years. 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. 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. 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. They use their interactive notebooks and can help each other so I can monitor the type of help given. 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. 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. Of course they came flooding in the day before and I was left with grading for days. I used to allow them to turn in corrections up until the next chapter test. I have been using this same system for years and love it. Feel free to use this in your own classroom. Here is the full Test Correction Procedure available for download. Students no longer give up and drop the graded test in the trash saying, "Oh well, I still don't get it." Then, when we move on, I know that I am not leaving them behind. There is plenty of time to come to me and go over what they still do not understand. I always say that since I give a full week for students to do their corrections, they have no excuse for not completing them. There is clear proof when a student is not putting in their effort. When parents come in for a conference and hear that the student earned a D on a test and did not bother to do test corrections to bring the grade up, without fail, they turn to the student and go "WHATTTTT?" instead of blaming the teacher or curriculum. However, this is actually excellent evidence to provide parents and administrators. When I first started offering this option, I was really surprised to see that sometimes, the students with the lowest grades chose not to bother doing corrections. They must write out a full explanation and show all re-done work. This ensures that students who got help can demonstrate that they understand their mistakes. They still cannot earn a perfect score.Įxplanations must be in complete sentences. They will usually correct their test even if they only missed one point, so they can get a half point back. This works out so that students who are top scorers also feel that it's fair. They can bring their test grade up just a bit, but not as much as if they had gotten the problems right the first time. A student who did poorly, but is willing to go back and figure it out can make an appointment with me to go over the material together. I allow students who complete test corrections to earn back half of the points that they missed on the test. I have never liked the idea of a retake, but have yet to find a part of this test correction procedure that I do not like! This method cuts out all the problems of a typical "retake" system. Completing test corrections is optional and the students hold themselves accountable for this. I have students copy every step of the procedure into their notebooks at the beginning of the year. I know what your hesitations may be with allowing students to correct tests, but the procedure I use keeps everyone accountable. If you have not tried offering test fix-up opportunities, think about trying this procedure. This structure for test corrections has been incredibly effective for me in EVERY secondary math class I have taught, from basic middle school math to Honors Algebra 2.
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