Test Corrections, Corrected.
I tend to teach the way I was taught, especially when stressed. Handing back tests, stressful all round. So I’d put up the answer sheet and go over the right answers… Quite a few kids would crumple up their tests, or just shove them into their back packs. Many just glazed over. I do allow a redo for up to a ‘B’, so I was at a loss for what would be more engaging and would still re-teach concepts kids had missed.
Mike M., my student teacher for a week, refreshed us all with the suggestion that students correct their own tests with help from table mates, from their notes, and from us. I had another seat activity to mop up students who had finished quickly.
What a huge difference. Students helping each other, the atmosphere more curious and less accusatory. I’m more relaxed, interacting one on one, more able to make changes to their grades if we’d made a mistake. Most importantly, there was space for real coaching, and students somehow in a much better place to ask for it and accept it. Much easier to ask a question that way, than in front of the class, obviously.
The redo scores reflected the improvement in learning and class averages were above the usual.
Thank you again, Mike, for this wonderful correction, and for all the help you gave as a coach to students, and with clean up and set up of labs over your week of placement at Orinda Intermediate School. Another high five for including student teachers in the classroom.
Entry filed under: Assessment and grading, Class Management, Critical Thinking, Reflections. Tags: 8th grade, assessment strategies, coaching, middle school science, poor test results, test corrrection strategies, tests.