Beware! Are You The Points-Buffet Impresario?
If I had a drug problem, it would be a really big problem. I’m a junkie. When I get in to something there is absolutely no amount of it that can satiate me until the job has been finished. When I record music, I master every nanosecond for maximum volume. When I make bacon, I make 18 pounds. This junkie tendency, coupled with the constant product roll over (i.e. graduation) that we see in education, whips me into a frenzy nine days out of ten. These frenzies are often directed towards making my students care about learning, love learning, and wanting to self-actualize.
More-so, I’m an assessment junkie. While we still have to grade, and we do, Joe, I’ve decided that I’d like to use the system to my advantage rather than cry into the Internet’s wind about how crappy it all is. The furor created by some members of the blogging community seems like an echo chamber constructed of mirrors when you think about the non-blogging, effective-yet-traditional masses of teachers out their slugging their way through each and every day.
So, I’ve implemented a change that has really created a SBG system that is working for both my sanity and the kids’ love of learning.
SBG is not an all-you-can-eat points buffet:
In fact, that’s the opposite of what we want. This is not about A’s, B’s, or points. This is about learning, when too much control over the reassessment schedule is given to students without the proper philosophical shifts, we get exactly what happens when a bunch of teachers are forced to use new techniques by their administrations: deluded silliness.
I have abnormally large classes this semester, and writing on-demand reassessments was becoming not only daunting, but counter productive. Kids had learned that I would accept a shotgun style of points grabbing, and that made me cry.
I since have changed my system so that each class can reassess on only one day per week. Today was Block 2 Calculus’s day. I had three really solid reassessment attempts initiated by students. I also gave a quiz today in class, all students took it, and it assessed three standards: limit-sum areas, definite integrals, and related rates. The third standard is from way back, which is me getting at retention. Each class’s day is randomized each week, so that scheduling conflicts are not persistent.
I had a room full of addicts, and I’ve taken away the fire hose of heroin points that I was spraying everywhere. By thinning (not removing) I think you get better reflection. They also take the teacher-initiated assessments more seriously, as they know that’s the easiest shot for showing improvement.
What this one little change has gotten me is more self-directed students, as they know they are limited. They also feel a slightly higher pressure to perform better the first time (as they can no longer try one per day ad infinitum), I also maintain a little more sanity. I have not taken away anything from the central tenet that is SBG: grades should reflect progress and initial attempts should behave as formative indicators.
A crazy side effect has been that students who normally would never study and come in, are now doing so. One student said, “Now I feel like I know which day to do this [reassess] on.” That seems crazy to me, but at least this kid is studying. Before, he said he felt like being able to do it whenever made him procrastinate it.
This translates directly into him using his professors’ office hours correctly. Win.