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Redos, Corrections, and Retakes: The Most Important Assessment Strategy?. Chris Cannon Sandy Creek High School Fayette County. By PresenterMedia.com. Discussion Topics. 1st. 2nd. 3rd. Review of last year’s presentation/overview of topic. Examples. Questions/Discussion.

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Redos corrections and retakes the most important assessment strategy

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

Chris Cannon

Sandy Creek High School

Fayette County

ByPresenterMedia.com


Discussion topics
Discussion Topics Assessment Strategy?

1st

2nd

3rd

Review of last year’s presentation/overview of topic

Examples

Questions/Discussion

Practical Implementation Issues

4th


Semantics
Semantics? Assessment Strategy?

  • 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
What, Exactly AM I Talking About? Assessment Strategy?

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
Why even consider this? Assessment Strategy?


Why even consider this1
Why even consider this? Assessment Strategy?

  • 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
What does this look like? Assessment Strategy?

  • Students submit assignment

  • Graded closely and meticulouslyfor 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
Interdependence Assessment Strategy?

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?

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.


Corrections cont
Corrections Cont. Assessment Strategy?

Student Example – Corrected answer

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.


What does this look like1
What does this look like? Assessment Strategy?

  • 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 like2
What does this look like? Assessment Strategy?

  • 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 issues
Common Issues Assessment Strategy?


Common issues1
Common Issues Assessment Strategy?


Common issues2
Common Issues Assessment Strategy?


Practical implementation steps
Practical Implementation Steps Assessment Strategy?

  • 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 steps1
Practical Implementation Steps Assessment Strategy?

  • 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
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
In closing… better teacher?

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

[email protected]


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