On the eve of the first exam, take a moment to review the grading policy. It has been updated and can be accessed via the “Admin” menu. For now, click here to go directly to the “Policies” page.
Check Engrade to see your Final Exam score. Pd’s 2 and 7 came in first with a class average of 84 each. In second place came Pd’s 3 & 9 with an 83 class average. Pd’s 1 & 8 came in third with a class average of 82. The overall average for 198 students was 83%. Very good job. Use these averages to gauge your performance.
The average for all of Mr.V’s students on the H2G Final Exam was 83.2%. This is an average of scores for 198 students. This compares quit favorably with the performance of the last two H2G classes (2010, 2011). If you consider the difficulty of this course and exam, in comparison with the NYS Regents, it’s a result worth appreciating.
To all my students- NICE JOB! I’m proud of you.
Try these test-prep samples at your leisure. Be sure to practice under test conditions and review the topics that are your weakest.
In the Assignment Table (second table on the webpage) you’ll see links to assignments and a few exams. Scroll to the topic of choice and click on the “Exam” link.
The results will not be immediately tabulated, but you’ll have them in your email inbox in a timely fashion.
Congratulations to Period 9! You have the highest “current” average and earned the use of the Index Card on T2.
To see the “current” class averages, slide the table/ chart.
One tool I use to gauge the preparedness of students is a quiz. Quizzes are unannounced and require students to use their lesson notes or homework assignments, depending on what is being tested. If a student has the necessary materials, the quiz will measure the quality of that material. Therefore, the quiz score will also generate a parallel score for that assignment or lesson, which ever applies. The quiz will have a score out of ’100′ points maximum. The parallel score for the relevant assignment or lesson will be ’10′ points maximum.
What we have is a system to gauge student preparedness as well as mete rewards and penalties accordingly. If a student is conscientious with the assignments and takes care to compile effective notes, he/ she will produce very good quiz scores. The opposite, of course, is equally true. A student who has experienced difficulties early in the school term, however, can recover quickly if a concerted effort in this area is made.
If you still have a question regarding this, just leave me a comment below.
For years I have kept track of class exam statistics to measure the effectiveness of my classroom instruction. I also believe that students can benefit from these stats through a comparison of their performance with the cohort as a whole.
Until now, the statistics were exclusively generated from in-class exams. After considering a suggestion from students this term, I’ve decided to alter the calculation of these statistics by including the results of ‘POP’ quizzes. Therefore, all quiz and exam results will be used to determine the Class Performance rankings of my classes.
The impact of quizzes and exams on the course grade will not change. That relationship is set by the History Department policy as described in the “Policies” section of this website. Quizzes will remain a measure of “Preparedness” while exams continue as a distinct assessment. Combining the two may broaden the scope of the class standings and offer an assessment that is closer to reality.
Under these new rules, the class with the highest quiz average (thus far) has the option of using a 3 x 5 inch index card for T01; scheduled for 17 Feb.