No Series: Highlighting Mistakes: A Grading Strategy
Math.Practice.MP1
Common core State Standards
- Math: Math
- Practice: Mathematical Practice Standards
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MP1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
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Discussion and Supporting Materials
Thought starters
- What does Ms. Alcala mean by "flow through" credit?
- Why does Ms. Alcala review her favorite mistakes instead of the correct answers before passing back the test?
- How does this grading strategy foster a class culture that values risks and learning from mistakes?
School Details
Martin Luther King Middle School1781 Rose Street
Berkeley CA 94703
Population: 989
Data Provided By:
Teachers
Leah Alcala
Math / 7 8 / Teacher
Newest
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4 MIN
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5 MIN
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5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
111 Comments
Michael Stires Jun 15, 2020 4:19pm
Ms. Alcala gives credit when credit is due, instead of marking the test with a grade she highlighted the mistakes, and later explained in class that the answer was incorrect. She was able to point out that the mistake happened early in the equation but also credits them for not making mistakes on the remainder of the question. Going over the class’s mistakes on the test and Ms. Alcala favorite ones she was able to engage the students into figuring out the answer to the problem before allowing them to see their test scores. Having the ability for students to review the test they just took and understand the problems they may have missed, or their peers missed allows for learning to grow deeper.
Aundrea Gamble Apr 23, 2020 12:52pm
1. What does Ms. Alcala mean by "flow throgh" credit?
When grading, Ms. Alcala reads the test from top to the bottom while searching for when the mistake was made during the problem. She higlights the mistake but then she explains to them that their answer was wrong but it wasn't at that exact moment in the problem where they messed up. They make a mistake early on in the problem but then they didn't make any other mistakes.
2. Why does Ms. Alcala review her favorite mistakes instead of the correct answers before passing back the tests?
By reviewing her favorite mistakes the class engages in figuring out the correct answer instead of getting their grade back on a test and never looking at it again. The students still continue to learn by her pointing out her favorite mistakes.
3. How does this grading strategy foster a class culture that values risks and learning from mistakes?
This grading strategy fosters a class culture because they are able to still learn in the process. They get to study their mistakes and their peers mistakes and continue learning about math. By normalizing the process, the students are able to take more risks.
Diane Maples Feb 23, 2020 9:53pm
I love that students reflect, refine, redo and then can retake the test ....as a strategy for deepening learning and growing active learners. It makes sense that if a student is missing the same type of problem based on the same type of error, they are not penalized for the same mistake. Rather they are given a chance to recognize the error, and redo. Not so much to increase their grade as to increase learning which should be reflected in their future grades.
Robyn Swisher Nov 25, 2019 12:24pm
Thank you for this video. The highlighting of mistakes is something we have interest in doing at our school. We do wonder how you assign points using this system? How are grades calculated? Example: Do you give mulitple points for problems or 1/2 points for minor errors? Thank you for helping us to create better math leanring in our classroom. Please respond to: doug.vanderwilt@elc-csd.org and robyn.swisher@elc-csd.org