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About a week. All of my homework/classwork is due on the same day, usually the day before or of a test. I grade one problem off each assignment for correctness and the rest for completion as a quiz grade. I grade tests for correctness.
On average, three or four days. All work is due the day of the quiz that tests that work, so 3-4 days of homework, sometimes a workday if people are struggling, and then a quiz.
Homework is graded for whether not they “got it.” So if they made a few mistakes but understood the overall concept, they get a 10. If there are parts they understood and parts they didn’t, 8 or 9. Or lower. It would depend on what’s happening. So it’s a little subjective, but they can redo it all unit long and it’s not a major part of their grade.
For me it depends on the concept and the type of assignment. At least 4 a week. We use a lot of Canvas quizzes for a variety of assessments. I like them for the fact that students get instant feedback.
I grade class work for correctness and give credit for homework completion. I’ve mentioned to students that just writing answers and no work for math for homework may get credit because they turned in something, but on test day, they will not be successful. They need to try. They need to ask questions. I tell them the world does not end if they get something wrong at the board. Shows they are trying. That they are learning.
Great sharing, good to know. I would focus more on effort and correctness.
Agree. I have been yo a lot of PD recently. In those sessions there was a lot of emphasis on praising effort over accuracy. If we can get students to try then it will show in assessments (quizzes/tests).
Grade for both! If you only grade for completion then some students will lose focus and not try their best.
5 days a week, no late policy, completeness
Almost everyday. My class is very interactive, and I don’t want kids thinking their time and participation isn’t worth something. However, not everything is worth the same amount.
I’ve always graded for completion over correctness. Whether I’m teaching math or AVID, I know we’re building skills that will be learned over time. Honest attempt means more to me than accuracy. Of course I look for accuracy on assessments (quizzes, exams), but not the daily formative work.
Definitely both, because it’s important to reward the process for sure, but you need to have data that both you and the students can use to determine how they’re doing with accuracy.
One thing I do with accuracy is give kids a chance to earn back most or all points on assignments graded for accuracy. At this age, trying to encourage pushing through to the solution more than getting the solutions correct on the first or second pass. Most real life mathematical applications don’t have people working completely alone on complex problems… I think we should give kids a chance to do solid work if we can support them getting there.
I also do some grading that’s kind of in between. I grade for accuracy in process but don’t fault for accuracy in calculation. If a student’s strategies for solving problems are all solid, I’ll just give them a chance to fix their accuracy on the spot before turning the assignment in. If their strategy is completely off from what we’ve studied or what would work, they don’t get credit for it.
Every day of the week. And I grade for both. It is one big reason our kids do as well as they do.
We will be ok. We have high expectations for our kids and they rise up and meet them. Worse case scenario our kids understand how to work hard for things they want.
Sadly we must use the Agile Minds curriculum so students get homework every day.