Anonymous wrote:Anonymous wrote:Former teacher here.... If the goal is actually to help students LEARN the material, retakes are a good thing. If the goal is to get a grade to put in the grade book, retakes are not given.
Teachers have posted in this thread that retakes don't actually help students learn the material.
Anonymous wrote:Former teacher here.... If the goal is actually to help students LEARN the material, retakes are a good thing. If the goal is to get a grade to put in the grade book, retakes are not given.
Anonymous wrote:My kids are ages 10 to 19. I've experienced one teacher giving a retake to the whole class once after reteaching the material.
Also my daughter's friend was offered retakes the week after her mom passed away. The school and her teachers all worked with her due to her circumstances.
Retakes should not be commonplace. If they are repeatedly necessary for the class, there is a problem with the teacher. And a student requesting them often needs to learn better study methods.
Anonymous wrote:Test corrections are where a student relearns and can demonstrate mastery. However, these are generally done st home with a parent or a tutor. The test is where a student demonstrates his true comprehension of the unit—there are no teachers, tutors or parents helping. This is why quizzes are important so students can pace their mastery before the big test.
Retakes are not always the answer, and there are too many variables. Where does the cut off end — no retakes over an 80%?
Anonymous wrote:Anonymous wrote:Anonymous wrote:I teach middle school math, and I love the effect of retakes. Students actually care about their grades now. Before retakes, a kid would fail a test, trash it, and walk out of the room and forget about it.
Now, they fail the test, and immediately ask what they did wrong, if they can have extra practice on the topic, and what I suggest they do to prepare for the retake. My after school sessions are packed with kids trying to solidify their learning. It's not free points--they have to do a remediation assignment, and retake a second version of a full length test after school. They are learning. My end of year state scores are higher than before, study habits are improving, and kids are more engaged.
This makes me cringe as a high school teacher as my freshman keep asking about retakes and ways for extra credit because they didn’t study for the test and didn’t take it seriously. We don’t offer retakes and have noticed that yes, students care more about their grades but that retakes are inflating grades and not helping with long term mastery of the content.[i] They have seen the test and are quickly memorizing to get a higher score. Study habits have gone downhill be they believe there is always another chance. You can’t meaure mastery by your SOL scores.
That really surprises me that you don't think/haven't experienced rework to improve long term mastery of the content.
Anonymous wrote:Personally, I don't think teachers should offer test retakes at any grade level. I do think that students should review their tests and make corrections for learning purposes.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:I’m a third grade teacher and I don’t offer retakes.
I'm betting you are over 50, OP.
The idea of a rigid "sink or swim" approach to childhood education is very Old School. Is the goal to evaluate performance or to gain mastery of a concept or idea?
If your goal is mastery, then retake-retake-retake UNTIL mastery is the name of the game. If it's just to tick the Pass/Fail box and give a gold star to the kids who got it on the first go (either by studying or b/c they didn't need to!) then that is a completely different system.
And what about the kids who do all their homework, listen carefully in class, ask questions when they don't understand something, study hard for exams and basically take personal responsibility for themselves and their own learning... what are they learning? Aside from not to bother.
This is just yet another step in the direction of "a trophy for everyone" which anyone who has been paying attention can easily see has NOT been working out well for the youth of today.
My guess is you don't have multiple kids with differing strengths and abilities.
My son works *so* hard in school. He does his homework every day, on time. He also does extra work with me or DH. He listens in class, and his teachers report he participates and asks good questions. He studies hard all the time. He pretty much never forgets his homework, or loses assignments, or anything like that. He is absolutely the paragon of taking personal responsibility for himself and his learning.
And yet.... he doesn't get As on the first try. He works hard for Bs, and when he pulls out an A it's usually because he took advantage of relearning and retake opportunities.
Meanwhile, my daughter has very different strengths. School is easy for her and things come quickly to her. She doesn't work hard in school, rushes through her homework, yet still gets basically everything right. As are trivial. Her A on the first try on her tests aren't because she has some better work ethic or better personal responsibility.
I couldn't care less about DS getting a trophy or about DD getting the initial gold star. I want both my kids to learn and if it takes my son a little longer to learn things, than that's *way* more important to me than having my daughter think she's some uber-responsible kid just because she gets an A on the first try.
Anonymous wrote:In FCPS if something isn't mastered we are supposed to re teach and retest until the kid gets it. This is for elementary. The report card is based on whether they finally got the skills, not when.