Reply to APS and Grading for Equity

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I have a kid with learning disabilities and the increased flexibility around assignments has been amazing. Also, his school offers test corrections and retakes only after you’ve do test corrections for partial credit. I like that they go back and master the material. [/quote]

I think this is absolutely fine for kids with LDs - accommodations are precisely what IEPs are for. And that's what should be happening on a case-by-case basis, not a blanket approach for everyone.[/quote]

I meant to say that the test corrections were also great for my NT kid. He actually went back to look at what he got wrong and figured out the correct solution. Giving partial credit for test corrections was a great incentive to go back and learn the content. 
[/quote]

I don't mind giving students an opportunity to correct mistakes from the little quizzes along the way through a unit or topic area - for partial credit. However, for a more comprehensive exam covering the whole quarter or however the material is divided up, they should not be given retakes or opportunities to correct for a higher grade. Those should reflect the work and mastery the student put in and already acquired from the cumulative quizzes and retakes and assignments.  That's all part of a reasonable learning process.

The first problem in APS, however, is that students don't ever get detailed results of many of these little quizzes and don't regularly know which questions they missed in the first place, or why they missed them. Some teachers are better than others at providing comments to explain partial credit for answers, especially in subjects like history and English. If they all did it the way you indicate in your child's experience, there wouldn't be a need for 50% minimums and endless retakes.[/quote]

Why? The goal is learning the material and that can happen anywhere during the school year. [/quote]

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