Bad idea for a test?

Due to a series of scheduling conflicts we have not been able to get a test in like I had wanted. The interrupted schedule coupled with how amazing this group is, I thought we would try something different. I passed out a small piece of paper for them to take their test on. There were some awkward glances and confusing looks. Generally, we test through Schoolnet so the confusion was warranted. They were then instructed to think about the content the test would cover, what they were capable of, previous test scores, their current grade, and then to write down the lowest grade they would find acceptable on the test. That's the grade that will go in the gradebook, before they have even taken the test. Immediately they all write "99" and "100" on their paper thinking this was the easiest grade they have ever had. Then they were told they would have to still take the test next week, and they would score equal or better than what they wrote down. "But...what happens if we don't do as well?" A HA. That is a great question. If you don't score as high as your self-grade, you take it again. And again. And again. "That's fine, I will just memorize the answers." On a typical 30 question test, I would agree. But I have a question bank of 100+ questions and the test will be different every time. (Insert sour faces here) Many of them erased and put scores that certainly were going to push them, but would not have them testing till the end of the year.

So, is this some strange psychological game or is there sound reasoning behind it?

1. Students do not set goals for themselves. (Now they have)
2. Students do not understand what is required to reach lofty goals. (They will go through this process)
3. Students seem to think that a grade is something they "get", as if it is already determined before the test occurs. (Many will understand that more work by them generally equals more acceptable outcomes)
4. If the point of school is to learn, it makes sense to allow students to continually grow until showing mastery of the content. I do this with all other aspects of my grading, but have always been reluctant to extend it to my tests.

Finally, there was something very positive about walking around collecting papers and having students ask if I thought they were capable of earning the score they wrote down. "Of course."

Water testing

This comes on the heels of an activity the students did where they had to follow the water from the creek outside the school all the way to the ocean. I think mapping it out helped put in perspective how a lot of little problem areas can lead to one big one down stream. Today we throughout the planned lesson and went down to our creek to do some water sampling. You have to take advantage of these 80 degree spring days. Based on our findings, our little creek is not contributing to any issues downstream. Copper, chlorine, pH, nitrates, and phosphates were all at good levels. The water is soft and the DO was very low. I almost wonder if my tablets were bad because it showed no color change at all.

Photography during labs

A couple of students pulled out their phones to take picture during their labs. This is not a regular occurrence but it's not uncommon either. This was probably the best of the bunch, although they were all interesting. I have toyed with the idea of trying to include more photography in my labs. However, I have always approached it from creating a "visual lab writeup", I actually like this a little more. Art (mainly photography) where the subject matter is not your typical photography setting always has a certain allure for me.

Photo by AF on Galaxy S5 active