I mentioned in an earlier post that our school’s math department has adopted a new policy this year. After our spring workshop with Henri Picciotto (@hpicciotto) one of the decisions we arrived at was to allow (almost require) test corrections from students. The goal was to encourage and reward reflection and communication on the part of our students. When I wrote about it originally Brian Miller (@The MillerMath) told me he would hold me to my vow to report back on this. Here is round one’s report.

First, I should remind everyone reading this what our new policy statement is. Here is what my students read on their syllabus this year.

Beginning in the 2017 – 2018 academic year, the math department is adopting a policy of expecting test corrections on all in-class tests. The policy is described below.

- When grading tests initially each question will get one of three point assignments

- Full credit for reasonable support work and correct answer.
- Half-credit for minor mistakes as long as some reasoning is shown.
- Zero credit (in very rare cases) when there is no reasonable support shown or if the question is simply left blank.
- When grading tests, I will not put comments, I will simply mark one of these three ways.
- You will be allowed to turn in corrections. Corrections will be on separate paper and will have written explanations of errors made in addition to the correct work and answer. This work is to be in the student’s words but can be the result of consultation/help. These corrections will always be due at the beginning of the second class meeting day after the assessment is returned. You will return your original test along with your correction notes. I will remind you of this every time I return a graded test to you.
- It is not required that you turn in test corrections.
- The student can earn up to half of the points they missed on each individual problem.
This policy does not apply to quizzes, only to in-class tests.

The first class to have a test this year was my AP Calculus BC class. This class has sixteen students of the highest math caliber at our school. They had a test in class on Tuesday and on Tuesday night I marked those tests. On a number of occasions I had to restrain myself from circling something or writing a note to a student. I went through and only marked each question as a 0, a 5 or a 10. There were six questions, so I graded 96 questions overall. Only one 0 out of all these 96 questions. Thirty four questions earned half credit and the other sixty one questions earned full credit. Of those thirty four, most mistakes were minor and in the past they would certainly not have suffered a five point penalty, but in the past they would not have had the ability to earn back points and they would not have had the motivation to think clearly about what happened. Due to quirks in our rotating schedule, the second class day after yesterday is not until Monday. However, I have six of my students in my room after school yesterday working on corrections. All of them spoke to me about problems and three of them were working with each other. Four of the six students there completed their corrections and turned them in already. This feels like success. I know that it is early in the year and students have a little more energy right now. I know that this is my most motivated (by knowledge, by interest level, and by grades) group of my four different class preps I have this year so I will not expect quite this level of engagement right away. Oh yeah, two of the students there yesterday only missed points on one of the six questions. The could have happily taken their 92% and gone home to worry about other work instead. I expect that I will see another one or two folks today and then get a slew of corrections in on Monday. The initial grading was a little bit faster and I could get them their tests back right away. Looking at the corrections will take a little time, but this is time I want to take and it is encouraging the kids to think about what mistakes they have made and (hopefully) not make those same mistakes again. I’ll keep updating on this experiment.