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snowbabiesmom
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| Posted: May 12 2009 at 5:40pm | IP Logged
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How do you get it all graded.. not so much "for the grade" but to make sure they are doing the work correctly... TO be specific 6th grade English and Math is Soooo deep that if you miss a skill.. you're lost... Adverbial and adjectival phrases.. sheesh....
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Barbara C.
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| Posted: May 12 2009 at 7:19pm | IP Logged
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Well, I think it depends on if the skill is really important. I mean is it more important that a child be able to discriminate between an adverbial or adjectival phrase or just to be able to use it in a sentence correctly. I can't exactly remember what a gerund is, but I assume that I can use one correctly. 
I think when it comes to something like English application is probably greater test of doing the work correctly then identification or definition. I think that is how I would grade something like that--just have them write stuff and see where they make their grammatical errors.
As for math....well, in unschooling you hear the story that any person over 16 could learn 12 years of math in about 3 months if they applied themselves. I think I would just have weigh the importance of each skill and if it really would cause longterm problems if skipped. And I would also have to consider if some mental development needs to occur before the child will be
ready to "get it".
We're only on first grade level. I might have different concerns at 6th grade. It partly depends on what program you use, too. We use Singapore Math, and I plan to use the placement tests as final exams. I think they say that if they child gets 70% or above they can move to the next level.
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Barbara
Mom to "spirited" dd(9), "spunky" dd (6), "sincere" dd (3), "sweet" dd (2), and baby girl #5 born 8/1/12!!
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stellamaris
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| Posted: May 12 2009 at 8:47pm | IP Logged
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I'm not exactly sure that I understand your question(ETA:I think I did figure it out, see below!) , but for what it's worth, I give two grades on English assignments. One is for mechanics (capitalization, punctuation, sentence formation) and one is for content (topic sentences, proper paragraph development, flow of ideas, word choice). It's easier for me to grade when I separate those two areas. Also, it's a little less discouraging because usually they do well in one of the areas. You may only want to grade those mistakes that they have studied (for example, if you've studied how to properly punctuate quotations, then you would take off points for a mispunctuated quote, but if you haven't, then you would just correct it, but not take off any points).
Ah ha! I just re-read your post and now I think I understand what you are asking (but I left in the first part just in case it helps somehow)-how do you keep current on all the assignments so your student doesn't get ahead of corrections and start doing everything wrong or miss a skill.Is that the concern? It's tough to keep up on correcting work. Here are a couple of ideas that might help:
1. grade every other problem
2. have an older student grade some of the work
3. always use answer keys
4. have the student themselves do some of the correcting (especially of "cut and dried" subjects like math or grammar) with the answer key, then go over the missed problems together.
5. reconsider your curriculum, it may be too fast paced or even too in-depth. Can the material be spread out over a longer time and covered just as well? Maybe then it won't have to be repeated at a later date.
6. ask your husband to take responsibility for a class-maybe math or whatever he's comfortable with. My husband taught a lot of the high school math here, and I couldn't have kept on top of it without his help.
7. grade work daily ( I actually try to grade work as soon as possible after it is handed to me unless it is a composition)
8. if all else fails, take a day or two to get caught up and review material/reteach areas of concern
I hope I got the question right!
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Caroline
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snowbabiesmom
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| Posted: May 13 2009 at 8:44am | IP Logged
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Thank you Caroline and Barbara, It is more of the "me" that is the problem.... with five in the house, and one high risk pregnancy... four who do school level work and a two year old in the house getting into everything, I tend to let "checking for accuracy" slide by.. when I do sit down to get a chance to check work.. like Saxon Math ( we used to use Singapore for lower grade) and the English sometimes I am shocked at how I let her do so many assignments realizing "she didn't quite get it" so now we have to erase and redo. It my fault really.. If I stayed on top, or went more slowly maybe that would work. We do a lot of Diagramming in 6th grade so if I get it wrong, she gets it wrong too.. The Adverbial and Adj. stuff was just an example. Pieces of her work shows up on her quarter tests, so she needs to understand the concepts.... this goes really for all subjects... checking science, history and all over all the grade levels...
I have a hard time letting things go undone.. I like to "check all the boxes" Maybe I just need to slow us down. DH is Army and gone alot, I know he would help if he could be here more. Maybe having them hand it in right when they finish would work, I'll try it. Thank you for suggestions.
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+Matthew '09,
Nico'13;Zelie Oct'14, *Mary Joseph Jan'16
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4Real Forums : Living Learning
Topic: grading things...
