That is the number of points that each A objective is worth during that quarter (may vary by quarter). Divide 70 by the number of A objectives for that quarter.
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When you were describing the idea of having A quizzes vs B quizzes (with A quizzes being more valuable), I was thinking about how to make students think of points more in the way that they think of objectives. I want to improve upon what I did this year, and I’d like your comments (and comments from others also). If homework is more than a week late, it expires and the student is required to do a replacement worksheet. I still give the modeling worksheets as homework, but we also do quite a few of them in class. To qualify for taking a replacement quiz, students had to make corrections to the original quiz, get help from someone to gain understanding or the material, and do a practice worksheet to demonstrate that understanding. I’d like you to comment on this, please.Īlso, if a student begin to demonstrate B level mastery of, say, the CAP during the UBFM unit I am thinking about having that student take a CAP B level replacement quiz. In a way this is like bundling the objectives by level. I can make the level A quizzes worth more points, which can have the effect of making it necessary for students to master the level A objectives. Sort of like targeting one quiz at level A objectives for that unit, and targeting the next quiz at the level B objectives. In the later units I gave more focused quizzes. I tried using the two dimensional conjunctive style grading (that you described in an earlier blog) in the CVPM and CAPM units this year, but ran into trouble keeping track of which students were mastering which objectives but I muddled through the replacement testing. I feel that I’m stuck with a “points” system to report progress.
I am struggling with my desire to implement SBG in a way that provides consistent feedback to students and parents on students’ progress.
(I do have some flexibility in changing some of the quarterly grades). Our school has a policy where semester grades are calculated as 40% for each of the two quarters and 20% for the final exam.
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