Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hope not. 60/40 is far more reasonable. 70/30 is a disaster for most students.

what i don't understand is how can this be a disaster if students have numerous opportunities to retake with the possibility of scoring a 100.

then all those 100s at 70% are awesome.

also, a D now is a 60% whereas last year it was no lower than a 64%.

Everything has been done to help students earn credits and graduate on time.

It's a disaster for my sped student who is very diligent but not a good test taker. Retakes are not fixing the issue.

They're finding the help they need is being taken over by all the strivers who want their 95% to become a 98%. It's a backlog for those who need help and need their 70% to become a B or more.

Schools are only required to provide one retake opportunity to 100%. Kids who don't test well or have disabilities and extended time and are in constant catch up mode essentially have no retake opportunities. If teachers actually provide summatives in multiple modalities it's great too, but everyone defaults to as few tests as possible, which results in high stakes tests.

+1 They are using computer scored tests with no extra credit because it’s automatically graded.

Anonymous wrote:Newsflash, the kids aren’t in college

And a lot of C students do care and are working their asses off

Anonymous wrote:You didn’t get retakes in college, the A- students are in for a challenge. The C students don’t even care.

Anonymous wrote:You didn’t get retakes in college, the A- students are in for a challenge. The C students don’t even care.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hope not. 60/40 is far more reasonable. 70/30 is a disaster for most students.

what i don't understand is how can this be a disaster if students have numerous opportunities to retake with the possibility of scoring a 100.

then all those 100s at 70% are awesome.

also, a D now is a 60% whereas last year it was no lower than a 64%.

Everything has been done to help students earn credits and graduate on time.

It's a disaster for my sped student who is very diligent but not a good test taker. Retakes are not fixing the issue.

They're finding the help they need is being taken over by all the strivers who want their 95% to become a 98%. It's a backlog for those who need help and need their 70% to become a B or more.

Schools are only required to provide one retake opportunity to 100%. Kids who don't test well or have disabilities and extended time and are in constant catch up mode essentially have no retake opportunities. If teachers actually provide summatives in multiple modalities it's great too, but everyone defaults to as few tests as possible, which results in high stakes tests.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some teachers aren’t allowing retakes or if they do they allow it weeks and weeks later with no prior notice to the student essentially not enabling them to prepare and do better

The Honors Algebra retakes are hard AF with no partial credit. (Longfellow)

The prealgebra retake is hard as well.

Anonymous wrote:

Anonymous wrote:Some teachers aren’t allowing retakes or if they do they allow it weeks and weeks later with no prior notice to the student essentially not enabling them to prepare and do better

The Honors Algebra retakes are hard AF with no partial credit. (Longfellow)

Anonymous wrote:

Anonymous wrote:To MS and HS teachers, are most students taking advantage of summative retakes? My child hates to ask and redo, but is learning how important it is to redo a summative so grades stay up. What do you tell your students regarding when they should do a retake and how to ask?

MS teacher - on average I get 2-5 kids who want to opt for a retake after every summative. Sometimes even less. One time I made everyone do the retake all together which was just revising their essays, and one student who scored the lowest just refused to do it - and I wasn’t going to force her. I don’t go out of my way to encourage retakes but I always remind them of the option, and leave a note in SIS as well so parents can see. I’m also really not strict about the 2-week cutoff, and yet still the numbers are low.

What’s interesting is the kids who need the retakes more are usually kids who are happy with anything above a 50%, and would rather not put in the effort to raise their C-. The vast majority of kids that hound me about retakes are looking to raise an A- to an A. I don’t really mind these retakes but they do feel like unnecessary busywork for both me and the student if it doesn’t even change their letter grade.

Only twice have I had students significantly turn around their grade with a retake - and I make mine really easy, like, “let’s look at exactly what you got points off for and fix that together now” easy.

Anonymous wrote:Some teachers aren’t allowing retakes or if they do they allow it weeks and weeks later with no prior notice to the student essentially not enabling them to prepare and do better