The Math dept. spent some of our time today, during our "snow day", writing student friendly outcomes for our Math 20-1 course. One of the things we immediately noticed is that MANY of the outcomes ask students to "explain" Mathematical processes.
I experimented with having students videotape explanations of factoring quadratic equations. This worked OK. However, was a bit time consuming.
We discussed having students answer "explain" outcomes on the summative exam. But, I pointed out that we want to know BEFORE the summative assessment if they can explain or not.
Any suggestions of how else we can get students to explain a mathematical process?
Also, I developed a rubric to assess the explanation of the factoring of a quadratic equation. The rubric seems to work well. I gave the students the rubric after I watched their videos BUT they did not get to re-watch their video to compare it to the rubric. This is a downfall.
I DO NOT feel we need to assign a grade to the explain outcomes. I feel that the rubric is more beneficial. However, we have to document the assessment. I guess we can keep a copy of the rubric in our "Marks book" and record the level they achieved on the rubric in the "Mark book" then we have evidence to show parents.
Any feedback on this would be appreciated.