After some dialogue with gasstationwithoutpumps and some additional thought on my part, I made a few changes to the skills list I talked about last post. Thanks for the ideas and discussion, g! My new, updated Geometry Skills List and personal course guide is posted here. I am mostly happy with it, including the fact that its number of skills is a power of 2! However, I am aware that #12 & #23 are both fuzzy, and I have yet to decide exactly how I will assess them. I’d still be happy of additional input for next year into the makeup of the list, even though the list is mostly set for this year. Or also thoughts on how to (more concretely) assess those two fuzzy skills.
A few more details on my SBG (Standards-Based Grading) plan for the semester:
- I decided to steal Sam’s rubric and test it out, see how it goes. I admire it, as well as his thoughts on SBG at various times including his most recent detailed account of his new system.
- I’ve borrowed a lot of Dan’s style in the following documents which I hereby share: a blank skills list handout for students to track their own progress, a more-visually-appealing version of the previously-discussed skills list, and the very first quiz I gave last Thursday assessing my skills #1, 2, 3, 4, 5 and 6. Dan has a bunch of good philosophy and practical tips at that same page of his I linked: his “Comprehensive Math Assessment Resource”.
- Although I didn’t steal handouts from other people, many many other math/science teacher bloggers and tweeps have helped me shape my ideas [and I’m sure will continue to do so as the semester progresses], so a big THANK YOU to y’all as well!
- I plan to teach and assess 2-3 new skills each week, and assess/re-assess each skill 3-2 times, with the latest grade overwriting earlier ones in the gradebook (and of course the option to reassess more times in after-school or lunchtime coach class). Skills will have a quarter-based deadline to reassess by, since that is a date set by the district. I’m attracted to the idea of two perfect scores allowing you to skip the skill question when it rolls around for a third or more time (perfect scores of level 4, not just mastery at level 3); I may try this too.
- To convert a student’s grade on skills into a percentage, I’m planning to go with my third conversion formula discussed in this post, though I do wish to revisit the issue when I plan for An SBG version of Algebra 2 with Trigonometry at the start of the spring semester. I shall give cumulative midterm and final exams, which are factored into the grade separately from the quarter grade of 50% skills quizzes and 50% projects.