Grading high school math

[Plucky]

When I was in high school and college we only lost a point or two if the answer was wrong. What was most important was showing our work and know how to work the problem. So is that how most of you grade Algebra and above? We redo any work and master nearly every concept but how do I grade tests to reflect that, especially if they need to be kept in a portfolio for college use?

[KAR120C]

I give half credit for a clerical error (concept demonstrated, but something copied wrong/ disappearing negative sign), but make him re-do it on another piece of paper without changing the grade.

 

If it's such a problem that it's greatly reducing his grades I would address that specifically, like with direct instruction and/or practice with carefully formatting work, handwriting practice (if that was the issue), using graph paper to keep everything neat, etc.

 

We've done that in the past, and it has "stuck" pretty well. We only had one test, last summer, that was absolutely a crash-and-burn due to clerical errors. That's when we took a few days off to JUST work on formatting and keeping things neat.

[Jan P.]

I think it would vary on what type of mistake was done. If the answer was due to a miscalculation due to typical not paying attention (you know what I mean?) then I might take off one or two points out of a possible 5 points. I would definitely give credit for working out the problem on paper. Now if my child didn't work their problem out on paper then I wouldn't know why they missed the answer. Then I would take off the full amount. That might be harsh, but that's what they do at colleges. Now, if the student missed the answer due to not understanding the concept then I would take off the entire amount. For example if the problem asked the student to multiply and he divides instead then if he gets the wrong answer then all the points are taken off.

 

I am very adamant with my children to write out all their work on their math papers. My dyslexic dd wants to do it all in her head, but I have to remind her constantly that she has to show her work. I've taken graduate classes in statistics, and my professor always gave me credit when I worked out my problems even if the answer was wrong.

 

HTH,

[periwinkle]

when my dc decide to show their work (I want to encourage them, 'cause I have the type who like to do it in their heads!) I was surprised to read on one of the hsing yahoo groups recently that many parents only give credit if the answer is right (no partial credit). I only took Calculus 1 at the college level, but I remember all my high school teachers giving partial credit for showing steps in a problem. Dr. Callahan suggests giving the test back to the student after it is corrected and giving them half credit for any wrong problems that they can rework correctly.

 

As far as portfolios, NO college wanted to see my ds's work. I do know of some schools that want to see course descriptions, syllabi, art portfolios, or book lists, but not actual student work (besides submitted essays). I don't think they would have a problem with your chosen method of grading, however. Just try to be consistent.

 

I have to try one of the new smilies:seeya:

[Plucky]

Thanks, my son always shows his work. He loses points if he doesn't. I wanted to make sure he was graded fairly since I am trying to make sure he is using a thorough program.

[st_claire]

I think the answer matters, not the method. So I would give a mark for a right answer, no mark for a wrong answer. If you only make a "clerical error" building a bridge, does that really matter when it falls down?

[Gwen in VA]

We are strongly of the partial credit school of thought.

 

Like Jan, we give full/no credit if there is no work 9if the problem is simple enough to be done without showing work).

 

Again, like Jan, we give partial credit if there is a "clerical error" but the approach is basically correct.

 

My older two have done calculus 1 and calculus2 at the local college, and they both received LOTS of partial credit on problems. I think that partial credit for advanced math problems is VERY standard.

 

Another way of looking at it -- nobody gives partial or no credit for an essay. You give credit for the parts done well, and no credit for the parts done poorly. Difficult math problems are a bit like an essay -- there are LOTS of parts!

 

As far as the bridge-building comparison goes, there is a MAJOR difference -- I expect my kids to do their math in an hour or so. I expect them to make sure that their answers are in the ballpark, but I don't expect them to recheck every single problem. A bridge, on the other hand, will be designed, corrected, checked, rechecked, and rechecked again.

 

(And even then sometimes mistakes are made -- part of the Hubble telescope failed because of a units conversion error that escaped detection!)

[Raders Fan]

Both the method and the answer matter.

 

Often students can get the right answer in their heads, but be unable to write down how they arrived at the answer. While being able to calculate answers mentally is important, it is equally important to be able to show work on paper when the problems become more complex.

 

I give half credit when the dc forget to label. It doesn't happen often.

 

I would rather grade more harshly now and have my dc find that college professors are more lenient than to have them get a rude awakening in college. Of course, ds is planning on some kind of engineering career, and dd thinks she is going to be a vet. Being accurate is very important. It's best to learn that now.

 

Like St. Claire said, clerical errors do matter. They matter in accounting, medicine, engineering, construction, and many more. Unless it's a bank error in my favor.

[Raders Fan]

OK, the smiley was supposed to go with the bank error comment. I haven't figured the smiley's out yet, I guess.