Occasionally I'll branch out from that, giving you all some insight into some of the other aspects of being a teacher. (A collective groan goes up from the students reading this post... 'BORING!')
This is how the graded test spreadsheets came back to me:
As you can see, it also gives me a breakdown by question. If a student has a "1" that means they got the question right. If you see a "0" that means they got the question wrong.
This is helpful because I can see deficiencies in learning. For instance, in general the students fared well on the continents and oceans portion - even though I haven't really taught that since the beginning of the year:
If you look at the bottom of each column, it tells me the percentage of students who answered the question correctly. Again, it's obvious that students know this section.
However, questions like #15 pose a problem:
For question #15 the problem was that the question had multiple parts. Students had to locate a physical geographical feature using latitude and longitude. If they didn't know how to use latitude and longitude, they got the question wrong. If they didn't know what a peninsula was, they got the question wrong. Since most of the students could answer the other latitude and longitude questions, I could deduce that they were/are weak on physical geography.
So, we spent the day going over the test. I tried to focus on questions a lot of students missed. I tried to identify why they missed those and address any issues they had.
Tomorrow we're going over the second portion. Wish us all luck. It was a big test. It's a lot of data to review.
If you want extra credit for reading and discussing the blog, find a map of Iraq or Afghanistan online. Write down the names of the countries that border Iraq. Then write the names of the countries that border Afghanistan. Have the adult you read the blog with sign the paper.
Thanks for reading.