Tweaking and playing with the learning goal assessment system

My experiment with learning goal grading continues, and I’m having fun with it. My students seem to like it, though some of them are a little confused on the process of it all – how do we retry? What things are graded? How do we… when do we… etc. To be fair, a lot of that confusion is because I’m still stabbing about with a stick to figure out the best way to implement this system.

While grading my third assessment in the system – and my third assessment that tested only one standard – I realized that I needed to separate out algebra and arithmetic errors from the content itself. The standard was “Can move back and forth among area, perimeter, radius, and diameter of a circle.” And on the assessment, almost every student did that perfectly; equations were perfectly set up, understanding of the basic concecpts was clearly there. A few girls missed things under this standard – confused diameters and radii or circumferences with areas – but most of the mistakes on their papers were procedural not conceptual. Algebra, arithmetic, units, or simply following directions. So I added two learning goals to my list called “Units, directions, rounding, completeness” and “Algebra and arithmetic”. I gave each student a perfect score of 100 on those topics, and they can only lose points. 1 point here, 2 points there, 3 or 4 points for egregious issues. So instead of giving a student who left units off of everything a 90 on the Circle Area and Circumference standard, I can give them a 100 on it but take 4 points off of this rolling standard that is constantly important.

At the end of the unit, I will give a mastery badge to anybody who has a 90 or above in those areas, since they will have shown consistency in these areas.

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