Day 9: Students Interacting with Test Questions

I started the day at a coffee shop writing on the tests from last class so that I could return them this morning. And just overall being psyched about what these kids can do.

For a variety of reasons, these students were ready to interact with the test in just the kinds of ways that I wanted (even though it was their first graded assessment). For one thing, half of them had a math class last year (some of them with me) that emphasized just the same approach to testing. For another, I am an advisor for this grade, so I started the class with a good relationship with many, so they believe me more easily when I tell them to show me what they don’t know.

That’s how you end up with a student writing one of the most beautiful tests on Constant Velocity that I’ve seen who still includes a note like this next to a (perfectly completed) problem:

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Here are a couple of other gems from students interacting with tests:

I love this one because she thought a generic “object” would be confusing. She wanted to relate it back to our experiments from the first couple days of classes with the buggies, so she changed it to “car”. (It might seem like I’m reading a lot into that, which I am, but it’s a pretty good guess given how she talked about things in class when solving CVPM problems.) She ended her description by talking about how she thought the end of the graph showed the car parking. (!!)

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This one I enjoy because it shows the real-time thinking of a student figuring out how to start an argument about what he saw wrong in a student’s response. (The question was a TIPERs-type question that I wrote using a TIPERs image with a new statement attached.) He goes on to do a nice job of explaining what was really wrong with Throcky’s logic—actually really fantastic for the first time (or one of the first times) being asked to do this kind of writing.

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And here is some whiteboarding action from what actually happened in class today.

Brilliant mistake-making on this board. They really thought about what a student might be thinking when they draw the graph incorrectly, and it was good for the class to work through together during the presentation.

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