As other teachers are having field day, end of the year picnics, and pulling down bulletin boards, as mentor teachers our knee deep in tests. In high school I taught four classes. For the end of the year exams my work load was 30 sets of four different exams. But only four tests. As a mentor teacher I support 55 kids in all their subject each subject has a first semester and second. That's 18 sections. While most students only have the last test in the second semester left, there are students still in first semester. There are students who have not turned in any of the second semester tests yet. They say they are working in the books.
To add to the gradign load, if a student has less then 70% they need to improve their test. Which I agree with and really supports student mastery. But one student turned in all Algebra unit test for second semester between 5/20 to 5/30. Her highest grade is a 61% with most grades about 45%. She will need to improve these tests. That means I will be grading an entire semester of tests twice in the last week of school.
This makes my end of year more like tax time for an accountant then June for a traditional teacher.
Across virtual programs progress is consistently an issue. I would not say we are self pace because that implies any pace without deadlines. A more accurate term is flexible pace. At the mid semester teachers put in temporary zeroes for any tests not in by the deadline. This did motive some student to meet the deadline. Those that did not saw their grades dive. However when they did turn in a test they were rewarded with the score they earn and an improved grade.
Progress is an issue we continue to struggle with. I look forward to discussion with our great team of teacher and seeing what solutions we come up with.
Back to grading!!
No comments:
Post a Comment