I had recently started using a highlight color code of two colors on tests similar to this and no grade. One color shows problems I want them to retry and then one color means I will demo that particular problem in class. I often put up on the board "Find my mistake" opportunities that the students love! They always want to find what I, the teacher, have done wrong and instruct me.
@@JamaleeStone Good Morning! I really love your video and how you’ve been able to make the test about learning rather than just an assessment. I was hoping you wouldn’t mind answering a few questions about it, I’d love to do something similar in my classroom. What do you highlight if a student doesn’t attempt a problem at all? Do you still allow them to retake the test and try that problem(s)? What do you do for multiple choice questions they get wrong? Do they get highlighted? Are they allowed to retake the multiple choice portion of a test? Thank you so much for the idea and suggestions to these questions you can provide.
Love this. I've been doing most of it. This puts me over the top. I thought student communication about what they did in each step was sometimes sparce (showing work).
I want to try this next year! I am just a little confused about how she gets the actual grade. I like having a concrete system for knowing how many points to take off.
I love this idea! I had a few questions though. What do you highlight if a student doesn’t attempt the problem? Do you still allow them to retake the test? What do you do for multiple choice questions they get wrong? Do they get highlighted? Are they allowed to retake the multiple choice portion of a test?
I wonder how she actually grades. I understand that normalizing of mistakes but there are districts that require a certain quota when it comes to grades in the gradebook.
At the end of a semester, I ask students to "grade" themselves...based on their participation, completion, attendance, etc. Students should be learning how to be accountable to improve. :)
All my assignments had the same number of points this semester: 2 pts. Students are focused more on completion and learning than on their "grade." Google "Ungrading" and you'll see that there are some who want the focus to be on learning from mistakes. :)
I think it really depends on the format of your assignment. I use google slides a lot and put boxes for students to write their answers in. When I return the assignment, I can change the background color of the box, or even highlight specific text. If students submit an image of their work, you can highlight a rectangular region in google classroom.
Hi Jamalee! I am going to try this out with my students this year because I like the idea of having them learn from their mistakes rather than seeing the test as a judgement of their math skill. One question, what would you have the students do who aced the test while the others are reviewing and figuring out their mistakes?
They could still participate in the group discussion. Explaining a mistake to a buddy is a great way to solidify understanding in one's own brain, I feel.
I've been doing this for 2 years along with "my favorite mistake" and my class has been more engaged in their learning.
Thank you so much for sharing this here. I share this with all my teachers - inspiring as much as empowering.
I love this. Thank you!!! Grading with partial credit is crucial for students truly learning math rather than giving up.
I had recently started using a highlight color code of two colors on tests similar to this and no grade. One color shows problems I want them to retry and then one color means I will demo that particular problem in class. I often put up on the board "Find my mistake" opportunities that the students love! They always want to find what I, the teacher, have done wrong and instruct me.
Thank you for sharing! I love the "Find my mistake" idea!
@@JamaleeStone Good Morning! I really love your video and how you’ve been able to make the test about learning rather than just an assessment. I was hoping you wouldn’t mind answering a few questions about it, I’d love to do something similar in my classroom.
What do you highlight if a student doesn’t attempt a problem at all? Do you still allow them to retake the test and try that problem(s)?
What do you do for multiple choice questions they get wrong? Do they get highlighted? Are they allowed to retake the multiple choice portion of a test?
Thank you so much for the idea and suggestions to these questions you can provide.
Love this. I've been doing most of it. This puts me over the top. I thought student communication about what they did in each step was sometimes sparce (showing work).
I do this too!! But I've never picked out 'my favorite' mistakes and had a discussion. Love this aspect and will try it next time!
Thanks Brittny - I am glad you found Leah's recommendation useful!
I want to try this next year! I am just a little confused about how she gets the actual grade. I like having a concrete system for knowing how many points to take off.
I love this idea! I had a few questions though.
What do you highlight if a student doesn’t attempt the problem? Do you still allow them to retake the test?
What do you do for multiple choice questions they get wrong? Do they get highlighted? Are they allowed to retake the multiple choice portion of a test?
Brilliant
I wonder how she actually grades. I understand that normalizing of mistakes but there are districts that require a certain quota when it comes to grades in the gradebook.
At the end of a semester, I ask students to "grade" themselves...based on their participation, completion, attendance, etc. Students should be learning how to be accountable to improve. :)
All my assignments had the same number of points this semester: 2 pts.
Students are focused more on completion and learning than on their "grade." Google "Ungrading" and you'll see that there are some who want the focus to be on learning from mistakes. :)
Does that mean no grades were actually given at the top of the page? It's just the highlights?
Yes. You keep the grade somewhere else, and the kids can't see it till later so they'll be more focused on their work.
Does anyone have an idea on how this could be done virtually?
I think it really depends on the format of your assignment. I use google slides a lot and put boxes for students to write their answers in. When I return the assignment, I can change the background color of the box, or even highlight specific text. If students submit an image of their work, you can highlight a rectangular region in google classroom.
Hi Jamalee! I am going to try this out with my students this year because I like the idea of having them learn from their mistakes rather than seeing the test as a judgement of their math skill. One question, what would you have the students do who aced the test while the others are reviewing and figuring out their mistakes?
They could still participate in the group discussion. Explaining a mistake to a buddy is a great way to solidify understanding in one's own brain, I feel.