A few nights ago I was working on an assessment and I spat this in my twitter machine:

I do this often as a way of talking to myself while working on things late in the evening. Often it's just to be funny, sometimes it's a little more serious, but I always I figure it's late and not a lot of people are reading. Not so much this time. It happens. There were a few reactions I want to address though, as my use of "points" there was misinterpreted in a couple ways.

Don't use them!

Ideally, yes. I feel you here. Unfortunately I have a gradebook I have to maintain with a minimum number of assignments per grading period, so I've got to do something.

Let the kids decide!

I tried this once before. In 2015 I implemented A/B/Not Yet grading in Calculus. We'd take an assessment, kids would look at the solution, and then rate themselves. Generally, kids were not adept at rating themselves. I had no good system for dealing with students who rated Not Yet, I was too busy with athletics to have any kind of viable after school system. Collecting the ratings was very time consuming and I was poor at communicating how to determine what should be what. A rubric you say? At that point this work saving system has now become more work than another system would be, so no thanks.

It was interesting experiment, but one I chose not to continue. Your experience may be different.


I never never never assume someone is familiar with my teaching journey. These responses were expected (and welcome!) and I chose not to reply to them, because it'd be too easy to come across as that guy who is all "well I wrote the book on SBG blah blah blah..." because that's not a good look. But to those who suggested SBG, yes, I love it as a system and it works super great in a lot of contexts. I have used in Algebra 2, Pre-Cal, and College Algebra with great success. If you are interested in my history with the systems, I believe I have tagged the posts appropriately.

What I do these days...

In general, most classes work great for SBG. I have an SBG system in place with College Algebra and the kids like it. It's extremely similar to the system I came up with a long time ago. However, AP Calc has really never been SBG friendly in my opinion. Implementing a built-in retry system is really the problem. And with the speed you have to move with AP Calc, eventually in class assessments just become a burden. Last spring, AB Calc shifted entirely to free response based assessment because that's what we needed to do. It didn't work, but I still liked it and have some thoughts for this year. In general, with Calculus I will break stuff into a topic, assign some general value to the category, and give a handful of questions about that standard. The points vary, the kinds of questions vary, and there is no built-in retry. It's not really SBG. It's also not a test worth 100 points.

Here's the assessment I was working on when I tweeted:

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This particular assignment was for my BC group. The complaint was about how to weight the various sections based on the time it would take to complete them and the complexity. When I grade something like this I take an overall picture of the work. I check for correctness, offer comments, and give students a chance to discuss their work with others. Each one of these sections is an entry in the gradebook. But 1 point ≠ 1 correct problem, I take the whole body of work into account based on any trends in error I may see.

Maybe that clears things up, but maybe it doesn't. Non-traditional graders of the world I'm very with you.

AuthorJonathan Claydon