tag:blogger.com,1999:blog-7363356760450940988.post6424753523497759253..comments2019-09-22T06:27:27.489-04:00Comments on Re-Learning To Teach: Day 152: Forging AheadJustinhttp://www.blogger.com/profile/13309915942161862912noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-7363356760450940988.post-1434455780421925602014-05-07T10:06:21.599-04:002014-05-07T10:06:21.599-04:00Blair, Thanks for stopping by and commenting! W...Blair, <br /> Thanks for stopping by and commenting! What I ended up doing was checking the answers, but only giving them a score based on the effort they put in. This worked really well for several of the kids who worked very hard and were willing to make mistakes, knowing that they could correct them.<br /><br />I like the idea of coding answers as you put it. It&#39;s one of the reasons that I&#39;ve been looking into standards-based grading and will be, hopefully, transforming to all SBG by the start of next year.Justin Aionhttps://www.blogger.com/profile/13309915942161862912noreply@blogger.comtag:blogger.com,1999:blog-7363356760450940988.post-86464630333289589412014-05-07T07:35:45.962-04:002014-05-07T07:35:45.962-04:00Justin, maybe the pre-test shouldn&#39;t have any ...Justin, maybe the pre-test shouldn&#39;t have any marks associated with it. Simply provide feedback - either coded general feedback (i.e. #1 - concept applied correctly, but not applicable to this problem) or specific feedback on student solutions. You could still record marks in your gradebook/assessment tracker, but don&#39;t provide them to students until after the chapter test. Knowing the grade on the pre-test will do nothing to improve their performance on the chapter test, so make it entirely formative. One strategy I use, especially with quizzes, is take pictures of the most common mistakes or misconceptions on student tests and discuss them as a class.Blairhttps://www.blogger.com/profile/05995570111995223828noreply@blogger.com