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To Give Retakes or Not To Give Retakes, That is the Question

To Give Retakes or Not To Give Retakes, That is the Question. Test Retakes as an Intervention Presenters: David Stormont and Michelle Harbin. Four Corners. 1. Retakes allow students to learn more effectively. 2. Retakes are an effective RtI strategy.

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To Give Retakes or Not To Give Retakes, That is the Question

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  1. To Give Retakes or Not To Give Retakes, That is the Question Test Retakes as an Intervention Presenters: David Stormont and Michelle Harbin

  2. Four Corners • 1. Retakes allow students to learn more effectively. • 2. Retakes are an effective RtI strategy. • 3. Retakes allow students not to prepare for initial assessments. • 4. Students should be allowed to do retakes.

  3. Objectives for Session • Participants will learn philosophy regarding retakes based on current research • Participants will see how retake practices have been implemented at LT • Participants will have time to discuss or create a policy, retake guidelines, specific test retake guide or retake assessment

  4. Why Retakes? • Essential outcomes have been identified and are the focus of study. • Formative assessments provide a picture of where students are in the learning process. • Summative assessments are used to see if students are meeting the outcomes for the course. • Goal of assessment is to see if students learned what they were supposed to. (Wiggins,1990)

  5. Why Retakes? FROM : Seven Practices for Effective Learning by Jay McTighe and Ken O'Connor • Practice 1: Use summative assessments to frame meaningful performance goals. • Practice 2: Show criteria and models in advance. • Practice 3: Assess before teaching.

  6. FROM: Seven Practices (cont) • Practice 4: Offer appropriate choices. • Practice 5: Provide feedback early and often. • Practice 6: Encourage self-assessment and goal setting. • Practice 7: Allow new evidence of achievement to replace old evidence.

  7. Two Main Concerns • Students may not take the first attempt seriously once they realize they'll have a second chance. • Teachers often become overwhelmed by the logistical challenges of providing multiple opportunities. -Jay McTighe and Ken O'Connor, 12

  8. Addressing concerns • To make this approach effective, teachers need to require their students to provide some evidence of the corrective action they will take—such as engaging in peer coaching, revising their report, or practicing the needed skill in a given way—before embarking on their “second chance.” -Jay McTighe and Ken O'Connor, 12

  9. From Fair Isn’t Always Equalby Rick Wormeli, Ch 10. pp. 131-136 • All redone work is at teacher discretion • It must be within reason • Students must have been giving a sincere effort • Require parents to sign the original assignment or test, requesting the re-do • Require students to submit a plan of study that will enable them to improve their performance the second time around

  10. Wormeli Continued • Identify a day by which time this (plan of study and/or re-do) will be accomplished or the grade is permanent • With the student, create a calendar of completion • Require student to submit original with the re- done version • Reserve the right to give alternate versions • No re-dos the last week of the grading period

  11. Implementation variationsScience 1:

  12. Implementation variationsScience 2:

  13. Implementation variationsScience 3:

  14. Implementation variationsEnglish 1:

  15. Implementation variationsHumanities 1:

  16. Implementation variationsHistory 1:

  17. Your turn • In the next 10 minutes please: • Work together or on your own to discuss one or more of the following: • Retake policy ideas • Retake study plan for a particular unit or in general • Formative assessment retakes • Summative Assessment analysis sheet • Retake Assessment • Be ready to report at least one idea to the large group.

  18. Sources • Wiggins, Grant. “The case for authentic assessment.” Practical Assessment, Research & Evaluation, 2(2). 1990. <http://PAREonline.net/getvn.asp?v=2&n=2 >. • McTighe, Jay and O'Connor, Ken. “Seven Practices for Effective Learning.” Educational Leadership 63 Nov. 2005:10-17. http://edtechleaders.org/documents/seven_practices.pdf • Wormeli, Rick. Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom. Portland, Maine: Stenhouse Publishers, 2006.

  19. Article handed out • ASCD Journal • Educational Leadership Redos and Retakes Done Right, Rick Wormeli, November 2011 | Volume 69 | Number 3Effective Grading Practices    Pages 22-26 • http://ehsassessment.pbworks.com/w/file/fetch/47875375/Redos%20%26%20Retakes%20Done%20Right%20-%20Wormeli.pdf

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