As I was driving home this past week, thinking about a practice quiz from earlier that day, I wondered…
“What if I asked students to purposefully choose the wrong answers with support/reasoning they knew made the answer incorrect? The goal, to get 0% correct…a reverse quiz.”
I’ve done similar things with mistake game, my favorite no, discussing our wrong answer analysis as small groups/whole class. But maybe our next MC Monday will be this format. There should be no green when we review our responses with Plickers.
I remember a discussion once with a colleague who told me that focusing on the wrong response would only confuse students. I respectfully disagree. I’ve seen how having students compare responses, similar/different allows them to develop understanding of the structure of expressions.
I believe that this process and follow up discussion/students sharing why their response is wrong will allow them eliminate answers, which is a test taking skill.
I believe it allows them room to take a risk and actually engage with the question.
If you have experience or suggestions, even links to research to support or otherwise, please share. I look forward to seeing how this goes.
the radical rational... 
I’ve often wanted those online math games to have two ways of ‘shooting at” answers — and if you shoot down the “most likely misconception” first, you get bonus points… with a “why it’s wrong’ thing worked in there…
This is a brilliant idea! I am definitely going to try it. We are moving into fraction and decimal operations next and I think this idea of showing and explaining common mistakes would be especially helpful in a unit involving a lot of procedural math.
Pingback: Global Math Department is Thankful for YOU / Global Math Department
Pingback: The Holiday Homestretch / Global Math Department