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

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

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? Current Research Occurs in other content areas
Students learn from corrections
Feedback strongly tied to learning
Current Research
Revisions in language arts
Lab redos in science
Occurs in other content areas
More common on college syllabi
68% of professors open to the idea
Increasing Occurrences in College
Most licensing tests allow retakes
Most job evals allow for fixing mistakes
Real World Application

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 meticulously for 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 Point Students won’t study the first time Counterpoint
Corrections done AT TEACHER DISCRETION
Corrections not “easy” to do
Implies students have existing effective study habits
Even if true, redos allow for long-term motivation

13. Common Issues Point They won’t get this in college/real world
Counterpoint
Poor instruction later is not a justification for poor practices now
There are examples of this in higher ed and real world
High school is NOT real world/college

14. Common Issues Point It takes too much time Counterpoint
Grading is quicker than you might think
Don’t correct everything
Corrections done outside of class

15. 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)

16. 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

17. Ideally, you will focus on “learning” more than “grading”
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

18. In closing… Final thoughts?
Thank you for coming, I do appreciate your time and comments!
This presentation will be posted to under teacher resources