Testing & Retesting
How can you ensure that an assessment reflects student knowledge?
Let's begin with retesting and the problems with traditional classroom testing systems. According to Dueck, the following have been identified as problems with the testing system we are familiar with:
- flawed-tests cannot be revisited.
- little resemblance to reality
- test are a snapshot in time
- outcomes affected by unrelated variables
- low socioeconomic conditions are related more so with negative emotional factors
- negatively affect high-performing students as well.
- Traditional testing approaches discourage mastery
We should approach teaching more like coaching. Whether you are a dancer, an athlete, an artist, or musician, constant practice leads to mastery.
- embrace and celebrate mastery through repeated effort
- put systems in place to support and celebrate student mastery in the classroom.
Traditional approach ignores the learning that occurs during testing
- learning is active, not static.
- students should be given the chance to identify the mistakes made on tests, and re-test, and learn why they made the mistake
Potential Retesting Problems
- Students may need to complete a 2nd test in its entirety
- This can be discouraging to them
- a waste of time for student and teacher
- tiring amount of paper for the teacher
- Retests take up valuable Class Time
- completing the curriculum on time becomes an issue
- Retests can provide data of little value
- did learning really improve?
- Retests may not reflect authentic learning
Strategies for Addressing Potential Retesting Problems
- #1: Offer Focused Revision & Customized Retests
- Step 1. Reorganize the test
- effective retest should be organized according to the topic rather than format (multiple choice, short answer)
- format and point values of questions varied within and across each section
- when designing each section on the original test, it is a good idea to also consider the corresponding section of a potential retest.
- 2 sections for each topic
- original test
- retake test
- just make sure each had different question formats
- Step 2: Create and distribute a tracking sheet
- attached to grade test for kids to fill out
- students indicate whether or not they intend to retest any portion and supplies information about their test-preparation and goal-setting skills.
- graphic representation of strengths and weaknesses.
- actively involving the students
- collect all tracking sheets to review
- encourage those retesting to add different study routines to sheets.
- Step 3: Help struggling learners to close the gap.
- closely monitor them
- success on retests can "fundamentally challenge their learning assessment trajectory."
- Step 4: Track the improvement
- use computer based grading program
- Why this is effective:
- 1) Students take ownership of the process
- 2) The resulting data are tangible
- students:
- celebrate strength
- focus on concepts not yet mastered.
- teachers:
- feedback on won performance
- tests organized by subtopic tell if you need to adjust how you deliver the information / concept.
- parent / teacher conversations:
- original and retest scores
- who is taking advantage of retests (and to what extent)
- degree to which student results improve on tests.
- concepts students were able to master
- areas still need further focus
- this information offers parents more personalized account of child's strengths and weaknesses.
- offers adjustments to study habits.
- There has to be a change from grade-focus to learning-focus!
- 3) Student engage in focused readjustment of their learning routines.
- offer study sessions focusing on only 1 or 2 key ideas
- class, lunch time, after school
- Engaging extension activities
- Make web-based tutorials for students to watch repeatedly
- Camtasia (www.techsmith.com/camtasia.html
- 4) Teachers grade smarter, not harder
- grading a retest section can be quick
- not grading homework, but reassess selected test section --> decrease net time grading
- data is more accurate measure of student learning
- 5) Struggling learners benefit
- Four benefits for at risk learners
- I. students tackle subtopics on tests -- most confident once they begin with
- start strong, gain momentum
- II. Chunking questions by topic
- increased likelihood of academic success
- based on brain research
- III. 2nd Chance gives kids hope
- IV. Subdividing test allows students to experience micro-success and they enjoy grades with "the smart kids."
- develops growth mind-set....improvement is possible
- 6) Issues unrelated to content knowledge can be identified
- students with reading difficulties struggle with multiple-choice questions
- quickly embrace diagram questions
- shy away from written responses
- 7) Learners at all points on the spectrum benefit.
- 8) Conflicts over grading decisions can be lessened.
- retesting students on the learning target addressed by vaguely worded question allows them to prove their understanding of the material.
- 9) There is less temptation to cheat if students know they will have another chance to do well with a retest, they will try their best, take risks, and have a chance to fix errors.
- #2: The "Double-Dip" Systems for Quizzes.
The idea here is to design each quiz so its value matches that of the corresponding section on the unit test. Each section of a test counts not only as part of the test itself, but also as a re-quiz of a prior assessment.
"Double-Dip" re-quiz system is effective because:
- It saves students time. The study smarter, not harder.
- It saves the teacher time. Each section of the unit test should function on its own.
- It offers just enough incentive for some reluctant students
- It allows the original quizzes to serve as formative assessment. Those who score poorly on quizzes can revisit quiz topics and improve understanding. Frequent, small assessments has been proven to be more effective than simply studying (Pyc & Rawson, 2010)
How has your opinion changed in regard to the efficacy of offering retests to students? Please comment below in the comment section.
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