![]() ![]() And I agree the error correction is a great learning exercise. In any case, I will never go back to using both that was a mistake. This way, they are getting more like high C low B, but that's really better, because they are grade-motivated and will work harder to do better. ![]() So I have decided to just go with the 1/2 credit thing. In other words, a kid with a raw score of 50% would do well in AP B, but not really in AP1. I found that this was over-inflating the letter grades when I tried to correlate them with AP grades. The issue I have had this year is that kids began scoring really low, so I was awarding 1/2 credit for corrections, which I began doing after reading this Blog, but then I started using the curve as well. 707, so it goes into the book as 7.1 out of 10. I count every DQ as 10 points, to keep things simple. ALL my Daily Quizzes (DQs in my Gradebook) are either 5 to 8 MCQs or one FRQ. I've never been big on curving, but, like you, I don't want hard-working kids with Ds. Sorry, I've been busy with "self-assessment" work, Yuk! I learned it from another much more long-time AP teacher when I started. Lots of room for improvement here! Reply Delete It's only my 4th year teaching AP, so I'm still really new at it. ![]() As you can probably infer from my post, I spend a lot of time agonizing over this. These are based largely on the quizzes and exams, with a strong lab component, as we spend probably 30% of our time "doing." Looking at their raw scores on the quizzes and tests, they range in the 6 of 10 to 8 of 10, on a diet of MCQs and FRQs from that huge Workbook that everyone seems to be using (or am I lone here?), so that seems to line up reasonably well with some kind of 3 - 5 grade on the actual Exam. For reference, my students currently have mostly B grades. On a related note, I have been doing daily quizzes and monthly tests, allowing my kis to correct their errors, refunding 1/2 the missing points, and then using the so-called "Texas curve." Am I being too generous here? My feeling is that I don't want a student to get an A in the course and then get a 1 or 2 on the Exam, but I also don't want them bringing home C and D grades, either. ![]()
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