I was intrigued, challenged, inspired, and instantly could not resist the urge to try this.
I didn’t put grades on their simplifying radicals and radical operations quiz. I circled errors like I always do, then didn’t write points scored, and copied the quiz (just in case this attempt went south). We went over 3 examples of student work from the review and found errors and talked about how many points would be awarded if the student was the teacher. Then, I passed back their quizzes and a colored pencil. I gave them the task: grade your quiz. (the closer you get to my score, the better. If we greatly disagree, I will divide my score in half).
It was amazing… who would have thought it would actually work?!?! Out of 42 quizzes the score I gave and the score they came up with on 41 of them were within 5% points. 1 student actually scored themselves way lower than I did. Yet, that isn’t the exciting part! The conversation that took place was breath-taking and stopped me in my tracks. While it didn’t last as long as I would have liked, they TALKED to each other and some asked their neighbor to help them find their error. I even had one group get into a 5 minute discussion about one point… one point.
Normally, I pass out the quizzes. By the time I pass out the last quiz, half of them are already in the recycling bin. Not this time… and not the next time, because I think this technique is not going anywhere. We are at the end of the school year, but I better go out and invest in colored pens for grading next year! Thank you Learning to Fold!