2/24

I had a conversation with my Advanced Algebra classes about assessments. The last test I gave a in-class portion and a take home. The students did much better on the take home portion, not surprising. I asked why. Their response was that they feel rushed in class and most of the added pressure of a test is because of time constraints. Most said that they did not even use their notes that much on the take home part of the test. I asked how they would change their in class tests. I had each class come up with what they wanted the test to look like. How many problems, what types, and how to grade it. The said they would rather have fewer problems worth more points so they have time to go over answers. I shorten my test from last year and many of the students are having some time to review their answers before they turn it in for grading. We will see if this helps. Who knew that you can ask the students to come up with a test that will show what they know from advanced algebra not to show how many careless mistakes they can make when they rush through a test.

2/21 - goals

Here are the goals that I wrote up before last meeting but I am finally posting them.

v I will more actively involve my students in their learning of the topics in math class.

Ø I will have the students work with a partner everyday to answer questions that they have about previous lessons and the current lesson.

Ø I will allow students to work together on problems in class to discuss the steps needed to get to an answer.

Ø I will vary assessments with additional materials available to the students like open note, partner tests, open book, etc.


v I will increase the communication of the understanding of each student through more effective grading practices.

Ø In my Advanced Algebra classes, I will grade all quizzes and tests with grades for the current material that we are covering and a separate grade for careless mistakes.

Ø I will grade participation in class to increase the communication with students in class every day.

Ø I will allow students to make up points on their quizzes and tests by coming in to the math office to gain a better understanding of the material.

2/15

I had the students in my Advanced Algebra class take a two part test yesterday. They did 13 problems in class and then had 7 problems as a take home. Today I had them work with a partner to go over their tests and I passed back the in class portion. As I was walking around, one pair of girls that have struggled with math in the past said that they are understanding it so much better by discussing problems. I had a student come up after class and say, "I finally understand what I am doing." He said he struggled on the in class portion, had a better understanding on the take home and finally got it working in class. It sounds like things are working well. I hope all the students will continue to see success.

2/9

It has been too long since I have posted. I realize that I still have not posted my goals which I have written down, but need to blog. I changed my participation grade for each week. I am now giving each student a 10 out of 15 for the week that they can keep or lose while they are working with their partners. The other 5 points are earned throughout the week by asking questions in class, doing problems on the board, or keeping track of points for the day. I have 2 copies of the seating chart laminated and 2 students keep track of who participates for that day. The students who have the seating charts get 3 points for the day, doing a problem on the board gets 2 points, and raising your hand in class gets 1 point. It seems to be working well and I like that students are keeping track of their points for the week.