➢ Students must have a way to be successful in the class beyond the test.
o What if the student is not a good test taker?
o What if the student is going through some huge personal stress, a bad day?
➢ Teachers must have a way of documenting improvement.
➢ Test Corrections can be done in a quick and efficient framework. With out too much disruption to the class as a whole.
➢ Re-working one problem gives less assurance in general of mastery of a topic. There is a benefit to the “Test” structure. The randomness of the questions requires a greater level of mastery.
➢ A student’s ability to do math should be the primary reflection of the grade. The mastery of the subject is primarily calculated by tests.
o When a parent sees that their child has received a B in a class, there is a reasonable expectation that they have achieved some level of competency with the material.
➢ There is an ability to cheat the system. Tutors, other students, even over utilizing the teacher.
➢ There seems to be little in the way of research in the effectiveness of corrections.
Wednesday, August 1, 2007