One of the reasons I opted out of giving multiple choice tests was to offer re-assessments (I no longer call them TESTS).
I call these outside of school assessments as students have to apply to do them outside of class time. After using this policy in semester one a few minor changes were made. Overall, I was really impressed and happy with how it worked.
Below is part of my Outside of School Assessment Policy. My policy is a mélange from the work of @kellyoshea , @samevns , @Math_Johnson and finally @RickWormeli.
To qualify for one of these assessments, you will need to do the following:
✓ Go over your old assessments and identify what you did not understand. This may involve watching screencasts, extra help with teacher etc. This not meant to be a “quick fix” of the mistakes. Rework your answer to reflect your new improved understanding.
✓ Do extra practice on the relevant sections (in ADDITION to the corrections).
✓ Apply for the extra test by filling out the application.
Applying for an outside-of-class assessment must be done by each Tuesday PM. Assessments will be given on Thursdays ONLY (before or after school).
I want to emphasize that outside-of-class assessment is a privilege and should be treated as such. That means you should take care to answer the application questions seriously and specifically. I will likely ask you to elaborate on something if I don’t understand your thinking or would like you to reflect on something a bit more.
The policies below will help us keep this process organized:
- One outside-of-class assessment per week.
- You must know exactly which Units you would like to attempt and have evidence showing how you prepared for the reassessment.
- An attempt is a ‘testing situation’ and must be taken seriously.
- All assessments are subject to the teacher’s discretion.
- No application = no outside of class assessment.
- Outside-of-class assessments are not held within one week of the end of the term or semester.
1. Reduces stress on students that tests are not their only chance to show what they know.
2. Emphasis on understanding rather than on point collection strategies.
3. Deepen the conversations and questions that students have when they come to talk to me.
4. ALL learning outcomes are on the table ALL semester.
5. I have realized that students can have “breakthroughs” in their learning at different points throughout the semester.
6. Students do not give up on the course after a single assessment that did not go well.
1. SOME (very few) abuse this process and try to play the point game.
2. Certain weeks were a bit overwhelming for me if I have 3 students doing 3 different assessments.
I say YES PLEASE do the test again!