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What are your policies regarding allowing students to do test corrections and/or retest?
This thread was posted on April 18, 2017 at 6:16 PM ET by Sarah Grunblatt.
|| 10 Replies | Last on 4/21/2018 at 1:06 PM ET|
I occassionally allow test corrections but they are fairly labor intensive. It is based on a AAAS model where students have to answer why the answer they changed to in a multiple choice question is correct and why each other choice is wrong. They cannot say "careless error" or something to that effect. It has to be scientifically sound.
Our school system requires retesting for any student scoring less than an 80% on major assessments. Teachers have the options to designate what sort of remediation students must complete to be eligible for the retest. They also can desginate what a major assessment is (something that affects their quarter grade, I guess)--at my school for gifted students, we have to retest only for one major assessment per quarter and the teacher selects that one-but it is a very difficult thing to implement and weaker students get trapped in a cycle of retakes, studying for retakes at the expense of learning the current material. Nice idea in theory but we also don't have test banks to construct retakes, so making an equivalent but different test is extremely time consuming. We also have the ability to not retest but to allow students to do test corrections. My CLT group's data shows that test corrections are only effective for the students earning just below 80% and are ineffective for those scoring a failing grade. It is a work in progress and we have asked the school board for our students to have a 60% or lower requirement for a retake rather than an 80% or lower.
In courses where students have to take a state mandated end of course test, students are required to take retests for grades below 64. This practice has unfortunately created a culture of students who have grown accostomed to having a "second chance" to pass the test and don't put forth there best effor the first time around. Test corrections are optional, but in the cases where they have been used the results are not very beneficial for the vast majority of the students who score in the failing range.
I allow for test corrections if they come in during after school tutoring. After they finish their corrections, they are required to sit with me and go through every correction.
I allow test corrections for first and second test for each of my classes( I teach 5 classes of 34 student each) I provide a test correction sheet and give half credit for each correctly answered question with an explanation of why the first question was incorrect.
Our district mandates that we allow retest. Ous science department requires 2 hours of tutorials, which I allow to be broken into chunks, prior to retesting. During the tutorials, students complete any work not done on that unit and we go over the review together.
I allow students to correct a test by writing the question and the correct answer in a complete sentence(s). The student would then earn back half of the lost points.
We allow any student that scores below an 80% on a test or quiz to re-take for achievement up to an 80% on that second attempt. Usually the re-take version is shortened and hits the very highlights of the test to show they get the major concepts. To prepare for the re-take, students have to do remediation in a variety of forms (corrections, review, study guide questions, etc.). Hope this helps!
I do not offer test corrections or retakes in my courses. In our school, its very evident that students don't value their grade and that passing is good enough. With that attitude we encourage students to study the first time. (Obviously I have SPED kids that get to do different things with IEPS.)
I allow retakes for tests in my class if a student scores less than a 70% on the assessment. The student must initiate the retake and spend time with me outside of class remediating the content before I will allow a retake. The second assessment is always different from the first, and usually more difficult the second time around. I desire my students to have an opportunity to be successful, but also prefer them to study for the assessment the first time around rather than get comfortable with the idea of falling back on the opportunity to retake an assessment easily.