I am so frustrated with myself. I guess I am guilty of just jumping onto the SBG bandwagon and now I am dragging behind the wagon and hitting every pothole. That is filled with mud. And pebbles. And maybe some quicksand.
SBG just makes so much sense in my analytical brain but the concept is still not sinking in. It's not changing my teaching yet. It's merely pointing out how much my teaching and question writing and grading and assessing suck. But I don't know how to fix it.
I'm using ExamView to write my quizzes and I'm picking 3 levels of Bloom's to use on the assessment: application, synthesis, and analysis. Here is my sample quiz for the distance formula and midpoint formula. The 3 levels are there but do they make sense? Some twitter people responded with:
mathhombre @misscalcul8 maybe a line w. slope=1 so tempting to count dots; don't get how #6 checks objective. (Midpt means =, but buried in there)
mathhombre @misscalcul8 Maybe A=(2,3), B=(5,1). Find the distance from A to C if B is the midpt of AC. Allows multiple methods.
mdsteele47 @misscalcul8 Good start, but those are all procedural questions. There's nothing that assesses what they understand conceptually
On #6, midpoint means a segment is cut into two congruent halves and you have to know that to set up the equation correctly.
The problem of using one endpoint and the midpoint to find the other endpoint is a good question, but we didn't do it in class so they won't know how to do it.
And how do I assess conceptual understanding? My brain can't think outside of the box that is all things procedural.
Also, I'm reassessing last weeks 4 skills in addition to 2 new skills this week. So with 6 skills and 3 questions per skill, that's 18 questions. Isn't the idea of sbg to have frequent shorter assessments? Should I be assessing after completing one skill? Should I not assess each skill twice? Should I just give one advanced question the second time I assess the same skill? What is the best way to do this?!
park_star @misscalcul8 give your quiz when it feels natural to do so. it makes marking them so much better :)
This is good advice, but I can't tell when it feels natural. I like doing it every Friday but the students told me today they felt rushed and like they were cramming while at the same time I feel like we're behind. I feel like I need two spend at least two days per skill: one for introducing, one for mastering. If we do that, I feel like we will never get far enough. But if I am about learning, then rushing through material is counterproductive to that.
Even creating my skills list of things to teach, I still feel like I don't know what to teach. Comparing different textbooks makes me question how deep I should go into a specific skill. One book gives this type of problem, another gives another type. How do I know what is too little and what is too much? I don't have enough experience to know what type of problems aren't as important or what's most important. It took me two class periods just for them to correctly use the distance formula, and that's just procedural.
What am I doooooooooooooiiiiiiiiinnnnnnnnngggggggggggggg?
I keep changing the notes we do in class, changing the quiz, and the way I grade. I think my students have no idea what's going on and neither do I. I owe it to them to find a system that works but in the meantime they have all this confusion to put up with. I'd like to just ask them what would be the best for them but if I don't know, how can I expect them to know? And they aren't mature enough to really answer my questions anyway.
How did Dan Meyer pull this off in 34 concepts and I have over 100? Maybe I will just steal his list and his sample questions and make my life easier!