Whew! It’s amazing how a couple of sick girls can stop a family in its tracks. Interesting “living in Taiwan” tidbit – antibiotics are given out on a 3-day rotation. Upon our return from the States last summer, both of our girls got ill. We took them to the doctor and received a course of antibiotics: 3 days. We found it odd of the small amount of days but others told us that is just the way it happens. They got sick again. And again. And again. Each time the antibiotic course increased their health for a short period and then back to sickness. Last weekend, we freaked. Our youngest did not appear to be hearing. Anything. Frantically we rushed to the doctor who quickly found a middle ear infection. He informed us that we would receive 14 days of antibiotics. Wow! At the pharmacy, we were given 3-days worth. Now we were confused and began questioning. As it turns out, insurance system mandates the small amount and the patient needs to return to the pharmacy every three days! Here’s to hoping for health after multiple pharmacy trips and a full course of antibiotics.
In the meantime, I’ve been a busy one with student-initiated assessments. I moved to a Google Form about a month ago with great results. The students who were already coming in still do so but many others – especially quiet students – are now coming in. It seems as if the form is providing a step forward that is easier than showing up for an assessment. Then, once the form is completed, they have made a commitment. I’m definitely pleased with the increased turnout (I am also better prepared – as students come in they simply pick up the assessment with their name on it since I was told what they would assess on).
At the same time, I think I need to vary the form from time to time so that there is reflection instead of hoop-jumping taking place as students think about concepts. In one instance, a student who regularly speeds through assessments without fully reading questions wrote multiple times “Yep, I read the problem wrong. Again.” Is some sort of learning taking place for him?
I haven’t kept hard data on the success rate of students who reassess but I feel that it has increased. Asking students to describe what they did wrong and to then rework the problem seems to be successful. It’s something that I am going to continue looking into.