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Friday 19 February 2016

Notes from the SBG Meeting

More voluble contributions came from Jack today, on the topics of hyperbolic functions, examples from engineering, and student algebra weaknesses. Steve made interesting points on the possibility of splitting the precalculus curriculum into two semesters, allowing for the more leisurely exploration of analytic geometry and vector algebra in the second semester.

When explaining Standards Based Grading to outsiders, we should try to separate benefits to the student from benefits to the instructor. Students don't need to see all the reasons we're adopting the practice, only the reasons that are intelligible to them.

Guiding principles when culling the list of standards:

1. Eliminate overlap. If similarly worded standards emerge from our reading of different sections, either delete all but one of them or make them all narrower with additional qualifiers.

2. Each standard should be objectively assessable. Vague language referring to "understanding" should be replaced by less subjective measures.

Who benefits from splitting the precalculus curriculum into two semesters?

• Calculus instructors get students who have jumped through more hoops and are consequently more fluent in algebraic manipulation.
• Precalculus instructors enjoy more time on their course topics and don't have to feel rushed to cover everything they wish their students to see.
• Students can be exposed to each topic in greater depth.

Who suffers from splitting the precalculus curriculum into two semesters?

• Students will receive advice on placement even more confusing than what they're getting now.
• Students might end up paying more in tuition for outcomes similar to what they achieve now.
• Transfer students might not get all their credits recognized by their chosen 4-year institution.