However, I've noticed that most people seem to assess very small, detailed standards, and I want to assess broader topics. Maybe that's because high school teachers have more time with their students than I do with mine?
I've moved away from my old tests .. "on chapters 2 and 3", and have moved to something between that and the usual SBG. I test after each of my units. Each test is composed of mini-tests on each topic, and students may retake the mini-tests one by one.
Here's another handout I made today:
Mastery Test List
There are 15 mastery tests listed below. You will have more than one chance on each of them. On the mini-tests marked R, you may do retakes in my office. The others will be available during a later test.
Each test will have one problem-solving problem. You must get this problem right at least once during the semester. (There will be a few of these on the final for people who haven’t yet gotten one.)
Unit 1: Exploring the Idea of the Derivative
• Tangent R
• Rate of change (from a table of data)
Unit 2: Derivatives of Polynomials, Trig functions, Products & Quotients; Graphing
• Polynomials R
• Periodic functions with products and quotients R
Unit 3: Exponential Growth, Compositions & Implicit Functions, Optimization, Related Rates
• Basics R
• Implicit (including related rates)
Unit 4: Limits, Anti-Derivatives, and Area
• Anti-derivatives R
• Position, Velocity & Acceleration
Unit 5: Volume
(No mastery test, but this will appear on the final exam)
I believe my students are learning how to study because of the opportunities they now have to retake tests. I think this policy is making a big difference in their learning.
What do you think?