## Friday, November 1, 2013

### I'm Bringing Multiple Choice Back

So here's the idea:

One problem with multiple paths to solution.  Students connect as many skills as they can to the problem.  I listed eight possible skills two of which wouldn't necessarily apply to the problem. Students had to assess themselves on the skills they demonstrated.

Question of the day:  "Mr. Cox, is it possible to use all of these skills?"

Answer to Question of the day:  "It's possible that some of the skills don't apply."

For this first iteration, I used the standard Ticket Problem.

Below are samples of student work.

As an exercise for the reader:

1) What are your thoughts on this process?
2) How did each student do?

Let me know in the comments.

Student A

Student B

Student C

Student D

mythagon said...

I think the range of answers shown are really interesting. Student D kinda cracks me up--it's as though the student were writing down EVERYTHING imaginable and bypassing efficiency with regards to solving the system algebraically (with reference to how they used systems for both x and y instead of plugging one in to find the other).

Looking at B, I'm curious to know where they scored themselves. They did write an equation and graph a line but they didn't solve the system by graphing or algebraically--perhaps because they felt it was unnecessary? I see what could be perseverance in the long t-table, but I'm unsure as to why they kept going once they had a solution in the third row. An interesting blend of methods here.

Kiddo A looks like they got lucky finding the answer after only 5 attempts. Perseverance (maybe? hmm), but not really any equations and definitely no graphing.

Student C seems to be the most to-the-point answer. Two equations, solves using a system, shows solution graphically. Perseverance? I don't know on that one. They solved the system two different ways, which is interesting to see (though the first way is a bit on the crizazy side--wow!).

I'm wondering how many students gave themselves 5's in perseverance just because they got the answer correct. For those that understand this process of solving a system, is it really an act of perseverance? I would say it would not be for myself, but I'm unsure where to draw the line with students.

Overall I really like this idea. Problems will have to be chosen oh-so carefully and I don't have the slightest clue how to grade them. I'm wondering how much of a primer the list at the top is for them. It didn't seem to do much for Student A and B here, but C and D feel like they could have been influenced by it (c for the two ways of solving a system D for the oodles of info). And I'm not saying that's a bad thing at all--It's a good check for the kids and might help them to keep in mind the alternate (and possibly more efficient) strategies in the future.

Thanks for posting this!

Jeremiah Ruesch said...

I would love to see my students get half of this, some interesting investigations, and great detail. Is this one of the MVP worksheets or one you created.

Annie Forest said...

I am also interested to see how Student B would score. Although they did not use some of the skills, they still have an effective strategy (if not the most efficient).

I like this idea because I think self assessment can be a powerful tool. Can you explain more about the instruction to "use as many skills as you can" from the list? I wonder if that guided some students in their thinking? I wonder how students responses would be different if they solved the problem first and then were given a list of skills to rate?