So, all assessments are back to the students, tears have been dried and we are now onto our next problem set (what we are calling these assessments). \u00a0What we’ve learned is that the rubric allowed us to easily see when a student had good conceptual understanding but perhaps lower skill levels (what we are used to calling “careless mistakes” or worse). We could also quickly see which problems many students had issue with once we compared the rubrics because, for example, problem number 6 was showing up quite often in the 1 row of the conceptual column. \u00a0This information was really valuable to us. \u00a0However, one thing we didn’t do was take pictures of all of this information to see if we could have a record of the student growth over the whole year. Perhaps an electronic method of grading – a shared google sheet for each student or something to that effect \u00a0might be helpful in the future – but not this day (as Aragorn says) – way too much going on right now.<\/p>\n
We also changed the rubric a bit for a few reasons. \u00a0First, we found that when students completed the problem to our expectations on the initial attempt we felt that they should just receive 3’s for the other two categories automatically. \u00a0We considered not scoring them in this category but numerically felt that it was actually putting students who correctly completed a problem at a disadvantage (giving them fewer overall points in the end). Second, we also changed the idea that if you did not write anything on the revisions you earned 0 points for the revisions columns. \u00a0Many students told me afterwards that they felt like they just ran out of time on the revisions and actually had read the feedback. \u00a0This was unfortunate to me since we had spent so long writing up the feedback in the hope that the learning experience would continue while doing revisions.<\/p>\n