Reflections on attempting to teach algebra-based physics to high school sophomores of all ability levels.
Tuesday, September 20, 2011
Day 8: Returning Quizzes
Today I returned quizzes to three of my four classes. Since there's strong evidence that no one pays attention to feedback if there's a grade on a paper, there were no grades, numerical or letter, on any of the quizzes. Instead, there were comments. In full sentences, even!
Students asked me about the concepts they got wrong, rather than about the points they lost. There was absolutely no "How come I got a point off for this?" Instead, students clarified their understanding of the skills being assessed.
I did have to reassure several students that their grade was not based entirely on a scary test at the end of the quarter. They'll have plenty of opportunities to give me evidence I can use to "convict them of understanding" (as Grant & Wiggins put it). And once they understand it, rather than having crammed it for a test, they're much more likely to remember it for continued use. Because we're going to be seeing motion maps and position-time graphs and velocity-time graphs for months...