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Quick Quiz Question
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7 thoughts on “Quick Quiz Question”
Since I am new to middle school, I think that it would be WONDERFUL for them to get them all right. I will be happy with that, for now, and I do see your concern. I will look forward to seeing what the experienced MS teachers have to say. Have missed everyone, and glad to be back… With love TPRS/CI style, Michel Baker in South Carolina
Great to hear from you Michel. I love that stance on Ben’s question by the way. And if he is perfectly honest on the interpersonal rubric grade (however much he counts it – for me the Great Rubric is 50% and the quizzes are 50%), the A on the quizzes would not create an inflated grade at all, bc the Great Rubric properly used is an extremely accurate instrument and works to effectively mitigate the quiz grade in many cases:
INTERPERSONAL SKILLS RUBRIC (used in daily assessment: 50% of grade)
5 ALL SKILLS IN 4, PLUS NON-FORCED EMERGING OUTPUT.
4 (A/B) RESPONDS AUTOMATICALLY, IN TL, TO ALL INPUT, INCLUDING USING “STOP” FOR CLARIFICATION.
3 (B/C) RESPONDS REGULARLY IN TL OR VISUALLY, INCONSISTENT USE OF “STOP” SIGNAL.
2 (C/D) ATTENTIVE BUT DOESN’T RESPOND; DOESN’T USE “STOP” SIGNAL.
1 (D/F) NOT ATTENTIVE: NO EYE CONTACT OR EFFORT.
0 (F) ABSENT WITHOUT EXCUSE.
*ATTENTIVE = NOTHING ON DESK OR LAP; SITS UP; MAINTAINS EYE CONTACT WITH SPEAKER; LISTENS WITH INTENT TO UNDERSTAND; RESPONDS TO STATEMENTS /QUESTIONS WITH SHORT ANSWERS OR VISUALLY; DOESN’T BLURT.
**NOTE THAT DEMONSTRATION OF SKILLS AT LEVEL 4 DOES NOT DEPEND ON THE STUDENTS’ RATE OF PROCESSING, OR THEIR ABILITY TO SPEAK OR WRITE, BUT ON THE STUDENT’S DEMONSTRATED USE OF THE SKILLS TO NEGOTIATE MEANING IN THE TARGET LANGUAGE…THUS STUDENTS CAN EARN “A” ON INTERPERSONAL SKILLS NO MATTER WHAT THEIR LEVEL OF PROFICIENCY / READINESS TO OUTPUT. THE REASON FOR THIS IS THAT CONSISTENT USE OF THESE SKILLS ENSURES THE HIGHEST POSSIBLE LEVEL OF COMPREHENSION (which precedes output).
Conversion scale:
•5 = 95% and above
•4 = 85% – 94%
•3 = 75% – 84%
•2 = 65% – 74% •
•1 = 55% – 64%
•0 = 0%
What I mean by:
…the Great Rubric properly used is an extremely accurate instrument….
is that a child who is used to getting A’s in classes just by doing everything they are told, all their homework, memorizing, etc. often comes into our rooms with that view about earning a grade shattered by the realization that they will be graded on how much they can master the outlined interspersonal skills described above which, I delight in telling the kids and their parents, align with the national standards and their focus on the Three Modes of Communication.
Most of the robot memorizers never had to show up for a class in their life, unless they had some kind of Socratic Circles or TOK or GT teacher who taught them norms of human interpersonal interaction in those kinds of (discussion) classes.
The truth is that the kids who just stare and wait to win by never forgetting anything you say and/or getting an A on your tests by memorizing are fair game for honest assessment now. It might even get them ready for college. So Ben in my system a kid who aces all the quizzes but sits there with a kind of robotic look is not doing what Robert says is the deal, taken from a recent post here:
…Robert has distinguished between a participation grade and a grade, in his words, that is “based on a set of observable criteria (behaviors) that demonstrate communicative competency based on the ACTFL Performance Guidelines for Grades K-12″. This is a grade that aligns with the Interpersonal Skill of the Three Modes of Communication….
So that kid can be a robot and get a C (see above for what a C is – it describes that kid) on the interpersonal rubric and an A on the quizzes and I would be most happy to give him a lovely B.
Related:
https://benslavic.com/blog/2012/07/08/grading-behavior-vs-grading-behaviors/
My robots are starting to loosen up and enjoy the training. We had fun today with stories in French 2,3,4. I handed each of them a flashcard with a rejoinder to say at an appropriate moment, or even just hold up, and they all caught on. They wanted to check they understood in case that part of the story was appropriate for them to use their rejoinder, so they were a bit more motivated to ask for clarification. And to make it even more likely, they were giving cute ideas! The girl counting interactions was kept busy!
Here’s to the most honest assessments and grading yet.
Rigth on Corinne about honesty in assessments and grading. My prayer is that one day teachers look back in wonder at the time when we didn’t really interact with them to find out what they knew, but, rather, gave them tests.
Corrine, could you please say more about the girl counting interactions?
Ben, here’s how I do the Quick Quiz.
-I only do 5 questions, and I do the questions myself off the top of my head. Doing only five keeps it easy.
– I try to give 4 fairly easy questions that everyone who was listening should get, and then one question that involves translation (from l2 to English or vice versa, but not too easy). That question tends to give me some distribution of ability, so I get mostly 3’s 4’s and 5’s.
– I give 10 points for the quiz, so if they get 3 out of 5 they get 8 out of 10 in the gradebook, 4 out of 5 gets 9, and so on, so the lowest score possible is 50%. Failing is 59% or lower in my school.
Hope that gives you some additional perspective on this question of yours.
Jim