Great blog, girl!!

As for multiple choice, I tend to do the following throughout the year. Before I go into that though, I have to make clear (and I make this clear to my students) -I almost NEVER grade my students on “AP” multiple choice. This stresses students out so much and serves as such a deterrent for enjoying analysis I find. I emphasize that, for us, the m.c. serves as additional points of critical analysis. And practice makes us better at critical analysis. (Athletic team rankings are not scored or their practice scrimmages, those make them better at the “real thing”).

So, what do I grade? See below.

My most common m.c. activity, Group rotating discussions:

-choose 6-8 m.c. questions for an excerpt we are reading (from a novel, play, poem, prose, etc.).

-print each question on individual sheets of paper, 1 question per paper (with no a/b/c/d/e answers! You may have to rewrite question(s) a smidge if it’s an “all of the following except” ).

-Attach to larger square of brainstorming paper. Put around the room at stations, and students rotate to each station.

-students classify question type, brainstorm answers, provide multiple pieces of textual evidence, dialogue.

-After, students (individually) will be given all of the questions, with the a/b/c/d/e, and complete.

-(option can go back into groups to discuss a/b/c/d/e)
-as a class, discuss right answers. Could also discuss the “nearly right” answers if appropriate vs. the “most right”.

-what I grade: students pick 2-3 questions and, in an extended paragraph, justify the right answer. They type this up in a short Google doc and submit online.

– occassionally, I may give students credit for their annotations of passage AND questions (listing evidence for their questions and options a/b/c/d/e).

-my students most always submit their m.c. answers in a Google form after they wrote their answers on their paper. I share with them a template Google form that lists the question # and a/b/c/d/e. (I don’t even type in the questions or detailed answers so I can quickly copy the form for the next passage). This data provides me as with a snapshot of how the class is doing as a whole on specific question types/skills.