Teach 180: The Calculus Test (Day 103)

Today I gave a calculus test on two sections - applications of the derivative, such as maximizing revenue or minimizing amount of material to make a box, and implicit differentiation, which included related rates.  As students took the test, I became worried.  A few of them approached my desk to ask a question or two.  Several of them were confusing surface area and volume.  Others were are trying to solve the problems without using any Calculus!  The title of the class is Calculus and we have been taking derivatives for the past 4 months!!!!

(Fast forward to Saturday) I graded the tests and there was 1 A, 1 B, 2 Cs, 6 Ds and 2 Fs.  I think the lack of continuity over the past few weeks is partly to blame.  Our bell schedule is new this year and we don't meet each day.  Normally, we meet 6 out of every 8 school days.   But here is how things have worked out for the past 3 weeks. (Note that classes are 1 hour in length.)  If the students had been doing some Calculus each of the days we didn't have class, they would have had reviewed for the test for the equivalent of five school days.  As a point of reference, we only reviewed for a comprehensive midterm for three consecutive school days in January.

So, how do I rectify this situation?  Do I simply curve the test and move on?  Clearly that would be the easiest thing to do.  But that would mean that the curved grades would not be a representation of the true level of understanding of the material.

It looks like re-teaching and re-testing is in order.  I am not quite sure how this will be accomplished yet, because I need to consult with the other Calculus teacher.  Luckily, this class is an elective class and we are not bound by AP testing dates.  We don't have to push the students through the course.