How should I include problems covering 2-3 concepts?
I think I'll call them Power concepts. These would be required for students who want to move to a higher level of math in 9th grade. I'll list these under a problem solving standard and they will count as 10% of their final grade. They can only take Power concepts when they have mastered the related concepts. This will be good for the high level students who take little time on their weekly quizzes because they master everything as soon as I give it to them.
What should I do about the kids who get a C on the midterm?
An idea:
If the score on a particular concept on the midterm or final is less than 3 (I have a 5 point scale taken from Kate Nowak)and the previous concept is score of 8, 9 or 10, it becomes a 7/10. Their grade will drop. If they receive a 4 or 5 on any concept on the midterm or final, nothing changes. If they get a score of 1, the score changes to a 6/10. Students need to prepare for the final and midterm and mastering concepts but not being able to retain them is a big problem. I will allow them to use their notes on these exams. I think I will add a retention check sheet for their student record.
Students don't care about "old" concepts. Some do and that is great but I have had a cut off point at the end of each trimester. Standards should be cumulative. I have hated not counting standards that are on previous trimesters. Trimester 2 will include all of the concepts from tri 1 and trimester 3 will include all of the concepts from tri 1 and 2. if they drastically improve on concepts, I could even request a grade change for a previous trimester. Any midterm or final should also be cumulative.
What should I do about the end of tri push to improve their grades?
I graded about 75 reassessments yesterday. (I allowed them to do them in class because I have been somewhat unavailable after school) It is still frustrating that this is about the points to them not just the learning but they are learning.....hmmmmm... I think a signup sheet..... If people sign up for a spot and don't show, it will be easier for me but not nice for their classmates who wanted to come, oh well..
Other end of the year woes:
Students have checked out and won't really listen to me or learn from me much anymore so I'm not too hopeful about getting much mastery on the last few concepts.
What about homework?
A lot of kids do a terrible job on it, whether or not it is graded. I think I will check it and write a score in my phony grade book (#correct)and give feedback on my weekly Edline reports but I won't include it in their grade.
My real grade book will consist of concept scores (Spreadsheet) and I will enter sum of the top 2 scores in our school grade book.
grades next year:
90% concepts
10 % Power concepts and other things I decide that I want to grade. A team test now and then, an involved problem or project they work on that strengthens their understanding of the core concepts.
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