The Quiz and Record Keeping

One of the teaching strategies I often used in junior high school Mathematics classes was the quiz. I often used it to revise basic skills, number facts, formulae and the meanings of various geometric and other mathematical terminologies. I would often make a written record of the questions that I asked to use again in […]

The Quiz and Record Keeping

One of the teaching strategies I often used in junior high school Mathematics classes was the quiz. I often used it to revise basic skills, number facts, formulae and the meanings of various geometric and other mathematical terminologies. I would often make a written record of the questions that I asked to use again in the future.

I would often give the same quiz more than once but I would keep records of the student’s results and encourage them to do so as well. I do tell them that the test will be repeated but not when.

The idea for the records is to encourage the student to work to improve. Improvement is acknowledged then by you the teacher and by the students themselves.

Another way to keep records is to record those quiz questions which are poorly done. Re teach the concepts associated with these and at a later day, make up a new quiz to revisit these tasks, to check if your teaching has been effective. If you do this a number of times with your various quizzes of each type or topic, you will end up with some very good final “quiz” tests. They could then be used as pseudo diagnostic tests with future classes as well.

These records can be used to help you with your reporting of student’s progress, particularly with mid-semester reporting. The recording of results also helps the teacher to get to know his/her class quickly. The face to face contact of the student reporting his/her results and your recording of those results helps prevent quiet students from “hiding in full view”. The teacher can put a face to a name and then really knows the student that he/she is discussing with parents in a reporting situation.

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