Choose any of your sections. Now, before you hand out your next objective assessment, write down a quick prediction of every student’s exam grade.
Grade them and compare the results.
Deduct points for every score you mis-predicted, one point for every letter grade you flopped. For instance, if you guessed James would score a B and he flunked, deduct three points. You may not deduct four points; you may only sock yourself in the nose.
There is no winning in this game, there is only less losing.
Of the 27 students who took Wednesday’s concept quiz,
- I guessed 7 grades correctly.
- I overestimated 18 grades.
- I underestimated 2 grades.
- My score was -30. (Off by 1.1 grade per student.)
- James wasn’t a hypothetical student.
- I blew it with cone surface area.
Questions of what all this means, what constitutes a good score (-30 does not, frankly), whether a good score off this metric should even matter to teachers, and, morally, what it means for the teacher to predict a failing grade, are left as exercises to the reader, who, the writer hopes, won’t be stingy with commentary.
I never said it was a fun game.