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

1. Redos, Corrections, and Retakes: The Most Important Assessment Strategy? Chris Cannon Sandy Creek High School Fayette County ByPresenterMedia.com

2. Discussion Topics 1st 2nd 3rd Review of last year’s presentation/overview of topic Examples Questions/Discussion Practical Implementation Issues 4th

3. Semantics? • 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!

4. What, Exactly AM I Talking About? 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

5. Why even consider this?

6. Why even consider this? • 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

7. What does this look like? • 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

8. Interdependence 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.

9. Corrections Cont. 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.

10. What does this look like? • 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

11. What does this look like? • 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

12. Common Issues

13. Common Issues

14. Practical Implementation Steps • 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)

15. Practical Implementation Steps • 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

16. 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

17. In closing… 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 cannon.chris@mail.fcboe.org