Redos, Corrections, and Retakes: The Most Important Assessment Strategy?

Chris CannonSandy Creek High SchoolFayette County

By PresenterMedia.com

•Discussion Topics

Review of last year’s presentation/overview of topic

Examples

Questions/Discussion

1st

2nd

3rd

4th

Practical Implementation Issues

•Semantics? • Redos, retakes, retests, and corrections have

slightly different meanings in some situations• Cannon’s distinction:

• Redo: a complete revision of an assignment/section, usually starting from the beginning of the assignment

• Corrections: making changes to specific components of an assignment

• BOTH REQUIRE EFFECTIVE FEEDBACK!

•What, Exactly AM I Talking About?• Correcting wrong answers/responses• Re-Doing assignments• Re-Taking tests in some cases• Re-Writing papers OR doing multiple drafts• Re-Explaining Content in a new/different way

•Why even consider this?• Students learn from corrections• Feedback strongly tied to learningCurrent Research

• Revisions in language arts• Lab redos in scienceOccurs in other content

areas

• More common on college syllabi• 68% of professors open to the ideaIncreasing Occurrences

in College

• Most licensing tests allow retakes• Most job evals allow for fixing mistakesReal World Application

•Why even consider this?•Other personal observations:

• Fewer incidences of cheating• Improved test scores (studying now)• Students are more interested in understanding

WHY they are making the mistakes they are making• Most commonly referenced thing on my end of

year surveys

•What does this look like?• Students submit assignment

• Graded closely and meticulously for content

primarily

• Feedback is returned to students

• Students correct portions where they missed points

• Re-submit for full credit

• No timeline for returning work

Student Performance Tasks

• Interdependence• If the government forces Barnes & Noble to set

a price ceiling, the government is telling them to sell below the equilibrium price. Because of the low prices on books, the demand for books increases. The price ceiling would cause a shortage since the store is not able to supply the books as quickly with such great demand.

• If the government forces Barnes & Noble to set a price floor, the government is assigning them to sell above the equilibrium price. When consumers see the high prices , demand decreases for books. The price floor causes a surplus since consumers aren’t buying the books because of the high prices.

Student Example – Original Answer

My feedback:*Keiria, this is a great start, but you are missing the actual language associated with interdependence. How do these actions relate to consequences, both intended and unintended?

•Corrections Cont.• Graphs corrected on paper• Slide 9&10- If the government forces Barnes & Noble to

set a price ceiling, the intended consequence is to lower prices for the buyers. The unintended consequence is the price ceiling would cause a shortage since the store is not able to supply the books as quickly with such great demand. • If the government forces Barnes & Noble to set a price

floor, the intended consequence is increased profits for the sellers . The unintended consequence is the price floor causes a surplus since consumers aren’t buying the books because of the high prices.

Student Example – Corrected answer

•What does this look like?

• Tests mixture of MC and FR

• Tests are returned, brief re-teaching of commonly missed

items

• ½ credit and full credit options

• One or two class days allotted to begin corrections, remainder

done at home

Tests

•What does this look like?• MOST HW assignments not graded, therefore no need for

corrections

• Some assignments not correctable

• Quizzes typically follow test procedures

• Group work often must be corrected individually

Quizzes/HW/Groups

•Common IssuesPoint

• Students won’t study the first time

Counterpoint

• Corrections done AT TEACHER DISCRETION

• Corrections not “easy” to do

• Implies students have existing effective study habits

• Even if true, redos allow for long-term motivation

•Common IssuesPoint

• They won’t get this in college/real world

Counterpoint

• Poor instruction later is not a justification for poor practices now

• There are examples of this in higher ed and real world

• High school is NOT real world/college

•Common Issues

Point

• It takes too much time

Counterpoint

• Grading is quicker than you might think

• Don’t correct everything

• Corrections done outside of class

Practical Implementation Steps• Clarify your policy

• What can be corrected?•Tests only? Projects only? Writing assignments? All assignments? •Are corrections “allowed” or “required?”

• Grade improvement•Full credit? Half credit?

• Steps to correct•Random submission? Parent signature on original? Meeting with you? Pre-written correction sheet? Steps same for all assignments? How long do students have?

• AT TEACHER’S DISCRETION!!!!! (Wormeli)

Practical Implementation Steps•Don’t try it all at once!

• Try it with one assignment• GIVE IT A CHANCE TO WORK!

• Learn from peers• Let your students in on the process• Remind them this is a privilege, not a right

• How will allowing students to correct their work make me a better teacher?

• Ideally, you will focus on “learning” more than “grading”• You will give your students an opportunity to improve - something they DO get in the real world• Your will motivate your students to improve themselves• You will build a class culture where students will want to know WHY things are wrong

• In closing…• Final thoughts?

• Thank you for coming, I do appreciate your time and comments!

• This presentation will be posted to www.teachercannon.com under teacher resources

• cannon.chris@mail.fcboe.org