Educational Leadership - November 2011

areas students missed, at lunch or after
I’ve observed considerable improve-
After my students took the first FDR
school.

ments in his or her overall disposition
test, I graded it as usual. When I handed
At first, struggling learners often
and confidence. On the other hand,
it back, however, the routine changed. I chose to retest only one section. I took
high-achieving students living under
gave each student a tracking sheet (see
fig. 1) on which I had listed the differ-
this opportunity to converse with
each struggler about preparation and
pressure to keep performing well report
less temptation to cheat when they
ent sections and values of the test. I had study techniques and to urge him or
know they’ll have a second chance.

students write in the points they scored her to put in an extra study session

n By examining test items and stu-
on each section and tabulate their per-
independently or schedule a session
dents’ performance on retakes, I can
centage score. The last box beside each with me. Because extra studying focused often determine whether a student’s
section was where students indicated
low test scores are a knowledge issue
whether they intended to retake that
section. Within a few minutes, students The ability to retest

or related to the question format. For
instance, if a student scores low on
had a graphic representation of their
strengths and weaknesses on each learn-
ing outcome. Because students actively
tabulated their own section scores, the
classroom atmosphere was a far cry
from the disengaged atmosphere so
common when teachers return tests.

on specific learning
outcomes benefits both
low- and high-achieving
students.

multiple-choice responses in all sections but high on other question types, that learner likely needs help in strategizing how to answer multiple-choice items.

n You may need to convince peers— and students—of the wisdom of retests.

Academically elite students sometimes object to a retesting system because

Progressing Toward

on only one section or topic, the at-risk they have become protective of systems

Closing the Gap

learner usually perceived it as easier and that only value those who score well on
While I had my students’ attention,
shorter and was willing. As low-scoring an initial test. In terms of convincing
I included on each tracking sheet
students began to see dramatic improve- colleagues, I’ve found that educators
questions about their test preparation,
ment on their retested sections, many
who object to retests have considerable
study skills, and goal setting, and then
displayed heightened levels of confi-
difficulty coming up with any examples
collected the completed sheets. I found dence and tackled multiple sections on of assessments in the “real world” that
that some students admittedly struggled subsequent retests.

don’t have a retesting component.

to study effectively. Looking over the
This procedure was also a good tool
Since I reshaped my testing proce-
sheets, I could determine which stu-
to assess my teaching. If I noticed that
dures, I’ve looked into the assessment
dents were—and weren’t—using my
most students scored low on a particu-
literature and realized that many
suggested study routines. If students
lar section, I took that as a sign that my researchers conclude that the kind of
were not doing assigned homework or
instruction on that section might need
changes I’ve made increase students’
not taking time to study, when appro-
adjustment. As a class, we have revisited involvement, achievement, and motiva-
priate I made these actions prerequisites and relearned particular sections and
tion. 2 I’m glad I’ve seen it with my own
for a retest.

I’ve scheduled whole-class retests.

eyes. EL

I returned a copy of their tracking sheet to all students who requested a retest. Each student went home with a

A Few Observations

Since I started revamping my testing

1 Stiggins, R. J., Arter, J., Chappuis, S., & Chappuis, J. (2004). Classroom assessment for student learning: Doing it right, Using it

copy of his or her section scores, a list
procedures, I’ve seen more examples of well. Portland, OR: Assessment Training
of which sections to study for the retest, how the change benefits students and
Institute.

and a summary of suggested study
gathered more insights than I could

2 O’Connor, K. (2011). A repair kit for grading— 15 fixes for broken grades (2nd ed.).

routines.

share in one short article. But here are a Boston: Pearson.

We scheduled students’ retests during few of my observations: class or at lunchtime. Some students selected to retest only one section, others chose to retackle multiple sections,