Test corrections

[Jodi Cotten]

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I have wanted to make test corrections part of my assessment, but have a big concern.  Nothing prevents them from getting someone else do the corrections for them. This would let a student actually fail the exams, and then pass the class on corrections.

 

Here's my idea - let me know what you think about it, or give me your ideas as well.

 

I have a policy that states students must have an average of at least a 60% on all chapter exams to pass the class. If they do not have this average, they fail the course and no other grades (homework quizzes) count towards their course grade.  My thought is to allow test corrections for half credit back on points missed, but in the end if they don't have that 60% average on the ORIGINAL exams, it will not help them pass the class, only improve on a passing grade.

 

It's just a thought I came up with today - so be honest, shoot it down, give me a better idea, tell me you like it.....

 

For those of you that do test corrections, what are guidelines/rules do you give your students.

Also - I teach Pre Calc, Calc I, II, III and Diff Eq. Anyone use this idea for those upper level classes?

 

Thanks,

 

Jodi Cotten

[MATH4FOBIX]

I add an extra requirement to their corrections. They have to do an error analysis. I also grade homework -- just enough credit so that they have to do it to get an A.  If they do only the correction, it is for 1/4 credit.  I have found that those who correct a 60% or lower paper are those who really want to learn and usually do better on the next tests. I don't think I've ever had a student do that poorly on tests and pass the class, unless the D was a gift because of their funding. At our school a D just means that you take the class over before you can go on to the next class, or transfer to another school. It won't count as a transfer credit, toward a degree, or allow them to take the next higher level class.

 

I have only used this through College Math but find that most of the students who get that low continually don't even bother to do the corrections.

 

 

Mary Liz Pierce
Math Instructor
Central Arizona College
Superstition Mountain Campus

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[Jodi Cotten]

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Thanks, Mary Liz - this gives me a lot to think about, and more ideas.

----- Original Message -----

From: MATH4FOBIX@...

To: mathprofjc@... ; mathedcc@...

Sent: Tuesday, February 26, 2008 9:16 PM

Subject: Re: Test corrections

I add an extra requirement to their corrections. They have to do an error analysis. I also grade homework -- just enough credit so that they have to do it to get an A.  If they do only the correction, it is for 1/4 credit.  I have found that those who correct a 60% or lower paper are those who really want to learn and usually do better on the next tests. I don't think I've ever had a student do that poorly on tests and pass the class, unless the D was a gift because of their funding. At our school a D just means that you take the class over before you can go on to the next class, or transfer to another school. It won't count as a transfer credit, toward a degree, or allow them to take the next higher level class.

 

I have only used this through College Math but find that most of the students who get that low continually don't even bother to do the corrections.

 

 

Mary Liz Pierce
Math Instructor
Central Arizona College
Superstition Mountain Campus

---

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[Laura Bracken]

Jodi,

I require test corrections as a homework assignment.  That seems to be enough motivation for almost all of my students to complete them.  It does not change their test grade at all.  My experience with changing the grade on the test is that they don't prepare as well for the test in the first place...especially the ones that are content with a C or D in the end.

I have them do the corrections right on the test, in a different color ink/pencil -- that makes it a lot easier for me to see if they've done them.  For the more complicated problems, I give them a key with the correct answer.  There is no sense in them doing it wrong another time and not knowing that it isn't right again.  Students have told me that it is very worthwhile and the students that did well on the test are pleased that they have a very "easy" homework assignment, sort of a reward for doing well -- but it is another homework assignment to grade for me.  I get so sick of grading!

--Laura


-----Original Message-----
From: owner-mathedcc@... on behalf of Jodi Cotten
Sent: Tue 2/26/2008 6:02 PM
To: mathedcc
Subject: Test corrections
 
I have wanted to make test corrections part of my assessment, but have a big concern.  Nothing prevents them from getting someone else do the corrections for them. This would let a student actually fail the exams, and then pass the class on corrections.

Here's my idea - let me know what you think about it, or give me your ideas as well.

I have a policy that states students must have an average of at least a 60% on all chapter exams to pass the class. If they do not have this average, they fail the course and no other grades (homework quizzes) count towards their course grade.  My thought is to allow test corrections for half credit back on points missed, but in the end if they don't have that 60% average on the ORIGINAL exams, it will not help them pass the class, only improve on a passing grade.

It's just a thought I came up with today - so be honest, shoot it down, give me a better idea, tell me you like it.....

For those of you that do test corrections, what are guidelines/rules do you give your students.
Also - I teach Pre Calc, Calc I, II, III and Diff Eq. Anyone use this idea for those upper level classes?

Thanks,

Jodi Cotten

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[broomell]

I have had students do corrections to improve grades, but for those who scored below the minimum passing grade, the maximum that they could recoup was the minimum passing grade.  Our minimum passing grade is non-transferable.  Since this option is not available for the Final Exam, someone who has barely passed due to corrections is not likely to score well enough on the Final Exam to pass the course.

Bev Broomell
Suffolk County Community College
Selden, NY 11784

----- Original Message -----
From: Jodi Cotten 
Date: Tuesday, February 26, 2008 9:11 pm
Subject: Test corrections
To: mathedcc 

> I have wanted to make test corrections part of my assessment,
> but have a big concern. Nothing prevents them from getting
> someone else do the corrections for them. This would let a
> student actually fail the exams, and then pass the class on
> corrections.
> Here's my idea - let me know what you think about it, or give me
> your ideas as well.
>
> I have a policy that states students must have an average of at
> least a 60% on all chapter exams to pass the class. If they do
> not have this average, they fail the course and no other grades
> (homework quizzes) count towards their course grade. My thought
> is to allow test corrections for half credit back on points
> missed, but in the end if they don't have that 60% average on
> the ORIGINAL exams, it will not help them pass the class, only
> improve on a passing grade.
>
> It's just a thought I came up with today - so be honest, shoot
> it down, give me a better idea, tell me you like it.....
>
> For those of you that do test corrections, what are
> guidelines/rules do you give your students.
> Also - I teach Pre Calc, Calc I, II, III and Diff Eq. Anyone use
> this idea for those upper level classes?
>
> Thanks,
>
> Jodi Cotten
>

[Jodi Cotten]

I like the idea of the homework assignment. I give homework and review
quizzes, so could use this as a 'quiz' grade.  Thanks!

I don't usually collect homework. I had a physics professor that would pick
up homework and grade two problems. We never knew which ones he would grade.
I never went with an assignment not completed.  So, I tried this in
Differential Equations classes for a few years. It actually lowered most
grades! They only completed what they thought was necessary, would wait to
see what I was going to ask for, and then try to finish it on exam day.  (I
would have problems listed to be turned in after their exam.  I gave them
time to work on the problems, if time allowed, after they completed the
exam.)  For some reason they get not 'get' that this was going to have a big
impact on their grade. You would think that a student in Differential
Equations would understand that if they knew it was 25% of their grade.  I
still cannot figure out why they let that happen.  I did the same thing in
my Calc I class last summer - for the most part it had the same result.  Any
suggestions?

Jodi




----- Original Message -----
From: "Laura Bracken" <bracken@...>
To: "Jodi Cotten" <mathprofjc@...>; "mathedcc"
<mathedcc@...>
Sent: Tuesday, February 26, 2008 9:54 PM
Subject: RE: Test corrections

> Jodi,
>
> I require test corrections as a homework assignment.  That seems to be
> enough motivation for almost all of my students to complete them.  It does
> not change their test grade at all.  My experience with changing the grade
> on the test is that they don't prepare as well for the test in the first
> place...especially the ones that are content with a C or D in the end.
>
> I have them do the corrections right on the test, in a different color
> ink/pencil -- that makes it a lot easier for me to see if they've done
> them.  For the more complicated problems, I give them a key with the
> correct answer.  There is no sense in them doing it wrong another time and
> not knowing that it isn't right again.  Students have told me that it is
> very worthwhile and the students that did well on the test are pleased
> that they have a very "easy" homework assignment, sort of a reward for
> doing well -- but it is another homework assignment to grade for me.  I
> get so sick of grading!
>
> --Laura
>
>
> -----Original Message-----
> From: owner-mathedcc@... on behalf of Jodi Cotten
> Sent: Tue 2/26/2008 6:02 PM
> To: mathedcc
> Subject: Test corrections
>
> I have wanted to make test corrections part of my assessment, but have a
> big concern.  Nothing prevents them from getting someone else do the
> corrections for them. This would let a student actually fail the exams,
> and then pass the class on corrections.
>
> Here's my idea - let me know what you think about it, or give me your
> ideas as well.
>
> I have a policy that states students must have an average of at least a
> 60% on all chapter exams to pass the class. If they do not have this
> average, they fail the course and no other grades (homework quizzes) count
> towards their course grade.  My thought is to allow test corrections for
> half credit back on points missed, but in the end if they don't have that
> 60% average on the ORIGINAL exams, it will not help them pass the class,
> only improve on a passing grade.
>
> It's just a thought I came up with today - so be honest, shoot it down,
> give me a better idea, tell me you like it.....
>
> For those of you that do test corrections, what are guidelines/rules do
> you give your students.
> Also - I teach Pre Calc, Calc I, II, III and Diff Eq. Anyone use this idea
> for those upper level classes?
>
> Thanks,
>
> Jodi Cotten
>
>

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[Bret Taylor-2]

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I'm old school.  The purpose of a student is, or should be, to learn.  I don't give "exams."  I prefer to call them "opportunities."  Every couple of weeks we stop for a day and I give the the students an opportunity to share with me the massive knowledge they have accumulated since the beginning of the semester.  :-)

 

I see too many students who seem to think there are two ways to pass a class:

 

1.  Learn the material.

2.  Jump through hoops.  (Extra credit, bulletin boards, book reports, keep a neat homework book, etc.)

 

I understand that correcting exam mistakes can be a learning experience.  But, I also see it can be nothing more than "jumping through hoops."

 

I just prefer to tell students that way to pass the class is to demonstrate to me, through a series of opportunities, that they have learned the material.

 

I'm not opposed to folks giving credit for correcting exam mistakes.  I just choose not to do so.

----- Original Message -----

From: mathprofjc@...

To: MATH4FOBIX@... ; mathedcc@...

Sent: Tuesday, February 26, 2008 9:24 PM

Subject: Re: Test corrections

Thanks, Mary Liz - this gives me a lot to think about, and more ideas.

----- Original Message -----

From: MATH4FOBIX@...

To: mathprofjc@... ; mathedcc@...

Sent: Tuesday, February 26, 2008 9:16 PM

Subject: Re: Test corrections

I add an extra requirement to their corrections. They have to do an error analysis. I also grade homework -- just enough credit so that they have to do it to get an A.  If they do only the correction, it is for 1/4 credit.  I have found that those who correct a 60% or lower paper are those who really want to learn and usually do better on the next tests. I don't think I've ever had a student do that poorly on tests and pass the class, unless the D was a gift because of their funding. At our school a D just means that you take the class over before you can go on to the next class, or transfer to another school. It won't count as a transfer credit, toward a degree, or allow them to take the next higher level class.

 

I have only used this through College Math but find that most of the students who get that low continually don't even bother to do the corrections.

 

 

Mary Liz Pierce
Math Instructor
Central Arizona College
Superstition Mountain Campus

---

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[Jodi Cotten]

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Bret - I agree, and it's why I have not in the past. But, I want give them the opportunity to learn from their mistakes.... but also not have it a BIG part of the grade. I am leaning towards Laura's idea of the homework grade - but I'd make it a quiz grade. I also liked some of Mary Liz's ideas.

 

Still thinking....

Jodi

 

----- Original Message -----

From: bret.taylor@...

To: mathprofjc@... ; MATH4FOBIX@... ; mathedcc@...

Sent: Tuesday, February 26, 2008 10:24 PM

Subject: Re: Test corrections

I'm old school.  The purpose of a student is, or should be, to learn.  I don't give "exams."  I prefer to call them "opportunities."  Every couple of weeks we stop for a day and I give the the students an opportunity to share with me the massive knowledge they have accumulated since the beginning of the semester.  :-)

 

I see too many students who seem to think there are two ways to pass a class:

 

1.  Learn the material.

2.  Jump through hoops.  (Extra credit, bulletin boards, book reports, keep a neat homework book, etc.)

 

I understand that correcting exam mistakes can be a learning experience.  But, I also see it can be nothing more than "jumping through hoops."

 

I just prefer to tell students that way to pass the class is to demonstrate to me, through a series of opportunities, that they have learned the material.

 

I'm not opposed to folks giving credit for correcting exam mistakes.  I just choose not to do so.

----- Original Message -----

From: mathprofjc@...

To: MATH4FOBIX@... ; mathedcc@...

Sent: Tuesday, February 26, 2008 9:24 PM

Subject: Re: Test corrections

Thanks, Mary Liz - this gives me a lot to think about, and more ideas.

----- Original Message -----

From: MATH4FOBIX@...

To: mathprofjc@... ; mathedcc@...

Sent: Tuesday, February 26, 2008 9:16 PM

Subject: Re: Test corrections

I add an extra requirement to their corrections. They have to do an error analysis. I also grade homework -- just enough credit so that they have to do it to get an A.  If they do only the correction, it is for 1/4 credit.  I have found that those who correct a 60% or lower paper are those who really want to learn and usually do better on the next tests. I don't think I've ever had a student do that poorly on tests and pass the class, unless the D was a gift because of their funding. At our school a D just means that you take the class over before you can go on to the next class, or transfer to another school. It won't count as a transfer credit, toward a degree, or allow them to take the next higher level class.

 

I have only used this through College Math but find that most of the students who get that low continually don't even bother to do the corrections.

 

 

Mary Liz Pierce
Math Instructor
Central Arizona College
Superstition Mountain Campus

---

Delicious ideas to please the pickiest eaters. Watch the video on AOL Living.

[Tim Chappell]

I do something similar.  I require test corrections as a separate assignment.  It is scored all or nothing.  To get the points, they have to
1) rewrite the entire problem on separate paper and show all work for each missed test problem.  I provide the answer key as Laura does.  
2) state why they missed the problem.  I provide Paul Nolting's list of test taking errors for them at the beginning of the semester.  
3) find two similar problems and work them step by step on the paper.  

Students groan when they have to do all this for a problem that they missed "only one point" on.
 
Tim
--

Tim Chappell
Mathematics Instructor
MCC-Penn Valley
3201 S.W. Trafficway
Kansas City, Missouri 64111
P 816-759-4215
F 816-759-4611
 


>>> "Laura  Bracken" <bracken@...> 2/26/2008 8:54 PM >>>
Jodi,

I require test corrections as a homework assignment.  That seems to be enough motivation for almost all of my students to complete them.  It does not change their test grade at all.  My experience with changing the grade on the test is that they don't prepare as well for the test in the first place...especially the ones that are content with a C or D in the end.

I have them do the corrections right on the test, in a different color ink/pencil -- that makes it a lot easier for me to see if they've done them.  For the more complicated problems, I give them a key with the correct answer.  There is no sense in them doing it wrong another time and not knowing that it isn't right again.  Students have told me that it is very worthwhile and the students that did well on the test are pleased that they have a very "easy" homework assignment, sort of a reward for doing well -- but it is another homework assignment to grade for me.  I get so sick of grading!

--Laura


-----Original Message-----
From: owner-mathedcc@... on behalf of Jodi Cotten
Sent: Tue 2/26/2008 6:02 PM
To: mathedcc
Subject: Test corrections
 
I have wanted to make test corrections part of my assessment, but have a big concern.  Nothing prevents them from getting someone else do the corrections for them. This would let a student actually fail the exams, and then pass the class on corrections.

Here's my idea - let me know what you think about it, or give me your ideas as well.

I have a policy that states students must have an average of at least a 60% on all chapter exams to pass the class. If they do not have this average, they fail the course and no other grades (homework quizzes) count towards their course grade.  My thought is to allow test corrections for half credit back on points missed, but in the end if they don't have that 60% average on the ORIGINAL exams, it will not help them pass the class, only improve on a passing grade.

It's just a thought I came up with today - so be honest, shoot it down, give me a better idea, tell me you like it.....

For those of you that do test corrections, what are guidelines/rules do you give your students.
Also - I teach Pre Calc, Calc I, II, III and Diff Eq. Anyone use this idea for those upper level classes?

Thanks,

Jodi Cotten

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[coolmath2]

I was a straight exam girl -- their grade was based solely on their exams...  Except for a subjective 10% "participation" grade.  I used this as leverage to get their cabooses in the seats, get them to participate AND have a good attitude while doing it.  I'm telling you, it really did help to keep them attentive and positive.  Just between you and me, this always gave me a little power in those borderline cases to bump up or down as I felt the student deserved.

 

No quizzes and no homework collected.  I tried them both at times and found that they always ended up LOWERING grades in the end.

 

I never tried the "test correction" route.  I'm not shooting it down...  But, for me, I'd be afraid that it would help a failing student pass the class when he/she really didn't deserve to.

 

Karen

Coolmath.com

---

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[coolmath2]

In a message dated 2/26/2008 7:26:34 P.M. Pacific Standard Time, mathprofjc@... writes:

Bret - I agree, and it's why I have not in the past. But, I want give them the opportunity to learn from their mistakes.... but also not have it a BIG part of the grade.

Wouldn't it be great if we had the time to take the entire next class to go over the exam with them and have them rework the exams in groups or with hints? 

 

So much math, so little time.

 

Karen

Coolmath.com

---

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[Jan Mays]

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I have used test corrections in the past.  To receive ½ the credit they missed, they must complete the following:

 

1)      Work the problem correctly.

2)      Explain why they missed the problem originally.  I give no credit for answers such as “I didn’t know how to work it,” or “I didn’t know where to start.” They must be specific (I used the wrong formula, I subtracted incorrectly, etc.)

3)      They must find a similar problem from the homework or book and also work it correctly.

 

Corrections must be turned in by the next class period after the test is returned.  By requiring these steps, I have never had a suspicion that someone else was doing the correction for them.  These are also the steps I would hope that students would do on every problem they miss (even though I realize that is not realistic for most of them).  I am pretty tough on step 2 and I tell them they must show some understanding of what they needed to do differently to get the answer. 

 

I know this sounds like a lot of work from a grading standpoint, but I find that the students who are not very motivated don’t bother to do the corrections and the students who do bother usually benefit.

 

Hope this helps,

 

Jan Mays

[phone]

jmays@...

From: owner-mathedcc@... [mailto:owner-mathedcc@...] On Behalf Of Jodi Cotten
Sent: Tuesday, February 26, 2008 9:02 PM
To: mathedcc
Subject: Test corrections

 

I have wanted to make test corrections part of my assessment, but have a big concern.  Nothing prevents them from getting someone else do the corrections for them. This would let a student actually fail the exams, and then pass the class on corrections.

 

Here's my idea - let me know what you think about it, or give me your ideas as well.

 

I have a policy that states students must have an average of at least a 60% on all chapter exams to pass the class. If they do not have this average, they fail the course and no other grades (homework quizzes) count towards their course grade.  My thought is to allow test corrections for half credit back on points missed, but in the end if they don't have that 60% average on the ORIGINAL exams, it will not help them pass the class, only improve on a passing grade.

 

It's just a thought I came up with today - so be honest, shoot it down, give me a better idea, tell me you like it.....

 

For those of you that do test corrections, what are guidelines/rules do you give your students.

Also - I teach Pre Calc, Calc I, II, III and Diff Eq. Anyone use this idea for those upper level classes?

 

Thanks,

 

Jodi Cotten

[Martha Haehl]

I sometimes give homework credit for test corrections, but only if they do the rework correctly and do an error analysis and tell me what they were thinking that made them miss the problem.

On occasion, I have allowed retesting but only for students who do the above test corrections. When retesting, I make up one or two problems (different from on the test and sometimes a slight step up in difficulty). The grade they make on the retest is averaged with their original score. Retesting itself seldom changes a student's grade, however, retesting requiring the above work first often does.

Martha

>>> "Bret Taylor" <bret.taylor@...> 2/26/2008 9:24 pm >>>
I'm old school.  The purpose of a student is, or should be, to learn.  I don't give "exams."  I prefer to call them "opportunities."  Every couple of weeks we stop for a day and I give the the students an opportunity to share with me the massive knowledge they have accumulated since the beginning of the semester.  :-)

I see too many students who seem to think there are two ways to pass a class:

1.  Learn the material.
2.  Jump through hoops.  (Extra credit, bulletin boards, book reports, keep a neat homework book, etc.)

I understand that correcting exam mistakes can be a learning experience.  But, I also see it can be nothing more than "jumping through hoops."

I just prefer to tell students that way to pass the class is to demonstrate to me, through a series of opportunities, that they have learned the material.

I'm not opposed to folks giving credit for correcting exam mistakes.  I just choose not to do so.
  ----- Original Message -----
  From: Jodi Cotten
  To: MATH4FOBIX@... ; mathedcc@...
  Sent: Tuesday, February 26, 2008 9:24 PM
  Subject: Re: Test corrections


  Thanks, Mary Liz - this gives me a lot to think about, and more ideas.
    ----- Original Message -----
    From: MATH4FOBIX@...
    To: mathprofjc@... ; mathedcc@...
    Sent: Tuesday, February 26, 2008 9:16 PM
    Subject: Re: Test corrections


    I add an extra requirement to their corrections. They have to do an error analysis. I also grade homework -- just enough credit so that they have to do it to get an A.  If they do only the correction, it is for 1/4 credit.  I have found that those who correct a 60% or lower paper are those who really want to learn and usually do better on the next tests. I don't think I've ever had a student do that poorly on tests and pass the class, unless the D was a gift because of their funding. At our school a D just means that you take the class over before you can go on to the next class, or transfer to another school. It won't count as a transfer credit, toward a degree, or allow them to take the next higher level class.

    I have only used this through College Math but find that most of the students who get that low continually don't even bother to do the corrections.


    Mary Liz Pierce
    Math Instructor
    Central Arizona College
    Superstition Mountain Campus





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