I’m continuing to tweak my retake routine. I’ve progressed from manic end-of-quarter retake fests and poor retake habits to a smoother process.
- Receive email request that is 2+ days prior to the requested retake date, including evidence that the student has corrected their mistakes and studied. I did this to have a record of request, give myself more time to create a retake quiz, and avoid the score stagnation or score drops that come from lack of preparation.
- Mark email with “Retake” label. This also helps with documentation.
- Create retake quiz and name the file with the suffix “Retake # – [initials of students taking that version].” Example: “Unit 2, Quiz 4 (Skill #2e) – Retake 1 (SS, JJ, FF)” if Sally Smith, Joe Jonas, and Fifi Foster are taking it. I hand back graded retakes at the end of the week, so sometimes I do get to add more students to a version. For example, Sally and Joe might request on Monday for a Wednesday quiz and Fifi might request the same skill retake on that Wednesday for a Friday quiz. Then I can give Fifi the same version that Sally and Joe took and hand it all back to them on Friday.
- Add event using “Retakes” Google calendar (e.g., “Sally – 2e, 2f” at 11:26-11:49 for a lunch retake). Send student an event invite. This helps me document the retakes and remind the students to show up.
How do you conduct your retake routines? What suggestions do you have for mine?
Getting Ready for School
I’ve been puttering on my syllabus and classroom routines for a while, and yesterday I finished the first draft. I posted my syllabus and posted it on Twitter to all the folks who influenced it (@bowmanimal, @kellyoshea, @misscalcul8, and @samjshah). I woke up this morning to a good Twitter-conversation (with @MagisterWarren added) about implementing standards-based grading (SBG) among different constraints (department heads, final exams, etc).
It led to lots of #foodforthought, that’s for sure! I hope that by refining my SBG implementation and creating a stronger classroom culture, my class will get to the point where students assess like monsters too.
First thought to chomp on: grading policy
I’ve been peeping around math and science teachers’ blog posts on SBG, trying to find:
1) A good way to set up my grading policy in ActiveGrade
2) A good way to set up my skills list
Last year, I converted my skills grades into a grade out of 100 points, which I then weighted 30% in my EdLine grade book. I used a skills list without any core or advanced standards (another grading policy suggested on ActiveGrade).
A+ = 100, minimum grade of 3 on all standards, average of 3.7
A = 95 (not sure why I didn’t make it 93…should have!), minimum grade of 3 on all standards, average of 3.5
A- = 90, minimum grade of 3 on all standards, average of 3.3
B+ = 87, minimum grade of 2 on all standards, average of 3.3
B = 83, minimum grade of 2 on all standards, average of 3
B- = 80, minimum grade of 2 on all standards, average of 2.7
C+= 77, minimum grade of 2 on all standards, average of 3.3
C = 73, average grade of 2.7 across all standards
C- = 70, average grade of 2.5 across all standards
D+ = 67, average grade of 2 across all standards
D = 63, average grade of 1.5 across all standards
D- = 60, average grade lower than 1.5 across all standards
Second thought to chomp on: conjunctive SBG and grouped topics
I would love to improve my skills list by grouping it by topic and setting up the 4, 3, 2, and 1 like Jason Buell, but similarly to him, find that most math teachers have straight skills lists. I also like Kelly O’Shea’s method for conjunctive SBG, but have no idea how to create such a method for math.
Any thoughts on improving my conversion grading policy or setting up conjunctive SBG for math?