I like this play-by-play grading reflection, David! It would be helpful to know how many students are in your Calculus 2 class, to give context to some of the strategies you employ and how feasible they may be for others. Thanks!
Whoops, all that context and I forgot to include the class size! I've updated it, but: Calc 2 is typically 20-30 students. We have low caps at GVSU math.
I think it's great that you are stating the learning target and then posing and addressing your students' question of "But what does that target really mean, in a practical on-the-exam kind of way?" Making explicit connections between LOs/targets and sample questions is far too rare in biology (my field) and perhaps STEM as a whole, and doing so is the essence of the Test Question Template (TQT) system. I also note approvingly that your target explanation says, "You will be given X and you will need to produce Y." I find that so useful that I write my LOs in that format ("given X, do Y" -- as discussed in my guest post here last November).
I like this play-by-play grading reflection, David! It would be helpful to know how many students are in your Calculus 2 class, to give context to some of the strategies you employ and how feasible they may be for others. Thanks!
Whoops, all that context and I forgot to include the class size! I've updated it, but: Calc 2 is typically 20-30 students. We have low caps at GVSU math.
I think it's great that you are stating the learning target and then posing and addressing your students' question of "But what does that target really mean, in a practical on-the-exam kind of way?" Making explicit connections between LOs/targets and sample questions is far too rare in biology (my field) and perhaps STEM as a whole, and doing so is the essence of the Test Question Template (TQT) system. I also note approvingly that your target explanation says, "You will be given X and you will need to produce Y." I find that so useful that I write my LOs in that format ("given X, do Y" -- as discussed in my guest post here last November).
Thanks, Greg! Perhaps you inspired me to write things in that "given X, do Y" format -- I use it all the time in my learning target explanations.