Surprisingly, most students do well the first time when we assess this way. I’m not sure if it is mostly because we are so much clearer on how we are assessing – it leads to better student understanding in the first place? However, there are a few examples of times students really do want to “level up” a concept. These include three students who transferred into our class from an Academic grade 9 math class just before midterm. They had to go back and fill in some gaps that we had already covered and they hadn’t. Other examples include a few long-term absences (5 days, 10 days and one much longer). Having assessed by learning goals makes filling in these gaps much, much easier. I do have about 5 students who have made use of upgrading about one learning goal per “unit” of study. It just happens that at regular class pace, they miss out on one concept. The extra time is helpful. So far, I do not have “most” students levelling up yet. Only those below a level 2 usually. Its not marking prohibitive because I usually have students spend 15-20 minutes with me reviewing concepts. Then they go away and practice. Lastly, they come in and explain to me how they did a few problems that I select from their practice. I assess them on the spot with the student. So, it all gets absorbed into supporting students. I assessed the same way a few years back in a Grade 10 Academic Science class and I did have quite a few more students “levelling up”.

We also use this little tool called Knoweldgehook (www.khmath.com) that happens to help us out with “levelling up” of concepts. 🙂 We actually stole our lingo “levelling up” from Knoweldgehook. 🙂 This tool lets them practice, learn, practice and upgrade specific concepts. We can direct them to specific challenges to work on when upgrading.

Thanks for your comment and question!

Do you have to do a lot of marking with students able to constantly go back and level up? Do most students try to level up when they have a low level for an LG?