This past year, I thought everything ran quite smoothly, and that my students really learned a lot. To prepare for our final exams, I gave the students extra time in class to work on their final exam study guide, to review the answers of the study guide, and to play a Jeopardy review game that covered the content for the test. I was confident that my students were going to do well! Then, I got their scores back. While they were not bad by any means, (the average for Science 8 classes was around a 70%, while Accelerated Science 8 classes averaged 90%), my colleague that teaches across the hall from me had a whopping 77% for her Science 8 classes, and a 94% for her Accelerated Science 8 classes. I was perplexed. For years, our students have had virtually identical performances on tests and exams. This was the first time in five years that her students had outperformed the other classes by over a 4% margin.
In talking with her, we asked what she had done differently to ensure that high rate of success. She simply said that she made her students complete test corrections for the two large unit tests before the final exam, and if they didn't get a question right the second time around, she would make them do it again...and again, until they had every question correct, and an understanding of why it was right. Not only that, but throughout the final quarter of the year, she would not allow the students to participate in highly engaging labs until all of their work was done, and well.
She received complaints from parents that their child was not able to participate in the labs that their friends were getting to do, but I guess when the scores come back at the end of the day, her students performed at a higher rate of success because of this emphasis on correctness and completeness. While I am intrigued to try this in my own room, I do wonder how successful this method will be for students that struggle to turn in their work the first time anyway. Well, live and learn! I'll let you know how it goes...
I have a similar philosophy. I make my students correct work, especially tests, and I will make sure they have a great understanding of the material. It can be challenging at times (I had one student who mid-way through the fourth quarter was missing around 15 assignments). It is tough making sure to keep up with who's missing what, but next year I am going to have Fridays be correcting days. Those who are done will play Jeopardy, or some other educational games to help solidify the concepts we have been working on for the week. Good luck with whatever you decide to do. I have come to realize that just because one thing works for one class, doesn't mean it will work with another. My next year's group is immature compared to what I have had the last two years, so this may not work like I hope next year. I guess there is only one way to find out...
ReplyDeleteThat's very interesting. Does recorrecting after recorrecting really promote knowing information or trial and error? Does it depend on knowledge vs completing processes? Also does it depend on the type of question (T/F, multiple choice, short answer, etc) Now, I am thinking (during summer none the less.) I wonder too how that affects students who struggle to turn in their work the first time. Let me know what you plan to do for next year if anything different.
ReplyDeleteI took a class 2 summers ago and they discussed giving students their test back until they get them correct. I find this to be a bit conflicting. But they did something that really made me think long and hard about it. We turned in an assignment and when they gave them back, they but A, Good Job, F, and other comments on our papers, and then we discussed how it made us feel. Then we talked about how it probably effected our students. So, I will give some assignments back but not all. But I think you should still be very proud of your students and yourself!
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