Procedure for Test Corrections in Math Class

Best Procedure for Test Corrections

4/13/2015

Test Correction Procedure in Math Class - Alternative to Re-Take

This structure for test corrections has been incredibly effective for me in EVERY secondary math class I have taught, from basic middle school math to Honors Algebra 2. If you have not tried offering test fix-up opportunities, think about trying this procedure.

I know what your hesitations may be with allowing students to correct tests, but the procedure I use keeps everyone accountable.

I have students copy every step of the procedure into their notebooks at the beginning of the year. I do not give reminders. Completing test corrections is optional and the students hold themselves accountable for this.

This method cuts out all the problems of a typical "retake" system. I have never liked the idea of a retake, but have yet to find a part of this test correction procedure that I do not like!

I allow students who complete test corrections to earn back half of the points that they missed on the test. A student who did poorly, but is willing to go back and figure it out can make an appointment with me to go over the material together. They can bring their test grade up just a bit, but not as much as if they had gotten the problems right the first time.

This works out so that students who are top scorers also feel that it's fair. They will usually correct their test even if they only missed one point, so they can get a half point back. They still cannot earn a perfect score.

Explanations must be in complete sentences.

This ensures that students who got help can demonstrate that they understand their mistakes. They must write out a full explanation and show all re-done work.

When I first started offering this option, I was really surprised to see that sometimes, the students with the lowest grades chose not to bother doing corrections. However, this is actually excellent evidence to provide parents and administrators. When parents come in for a conference and hear that the student earned a D on a test and did not bother to do test corrections to bring the grade up, without fail, they turn to the student and go "WHATTTTT?" instead of blaming the teacher or curriculum.

The accountability is on the students.

There is clear proof when a student is not putting in their effort. I always say that since I give a full week for students to do their corrections, they have no excuse for not completing them. There is plenty of time to come to me and go over what they still do not understand. Then, when we move on, I know that I am not leaving them behind.

Students no longer give up and drop the graded test in the trash saying, "Oh well, I still don't get it."

Here is the full Test Correction Procedure available for download. Feel free to use this in your own classroom.

Classroom Management Procedure for Tests in Math Class

This is specific to tests only. I don't like to offer it for quizzes, because I do quizzes as stepping stones on the way to a test. With a quiz, there is already an incentive to look it over, fix up mistakes, and prepare for the upcoming test. I remind students to do this even though they will not be explicitly rewarded for it. They know that they need to do it for their own improvement.

I also inform students that this procedure will not be in place for the final. The final is an official cumulative assessment, and should reflect all learning up to that point. (Also, I do not have time to offer a week for this after a final exam, when grades are due.) There are no second chances at that point.

Please join in with us in the comments below to share your own experience with a similar strategy, or any questions you may have. Take a minute to also browse through the great input that is already there from other teachers.

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187 Comments

Amelia Jamison

6/24/2015 04:24:27 am

I love this procedure and use it in my classroom as well! I really like your use of example explanations. Since you don't use this for quizzes, do you have a different procedure for those? Thanks!

Math Giraffe link

6/24/2015 04:50:01 am

Hi, Amelia! Thanks so much.
For quizzes, I do not offer anything at all. I remind the kids that everything will show up again on the test, and it is their responsibility to catch up on what they missed before the test comes around, but the grades stand. I do offer "help hours" still since many of them need my help to get past what they were stuck on.

Michelle

3/27/2016 02:40:35 pm

what do you do about people who haven't taken the test yet?!ornits not handed back until everyone has taken it

Math Giraffe link

3/29/2016 08:04:59 am

Michelle, I never hand back until all make up tests are done. Thanks so much!
-Brigid

Terri

11/5/2016 08:29:26 pm

Sometimes I will replace extremely low quiz grades with a grade from the portion of the test that covers the same concepts. This gives them extra incentive to master difficult concepts. I do not do this for every quiz.

Nora

4/14/2017 12:17:18 am

What about if a student did really poor and they got a 1 out of 20 and they do the test corrections but it only counts for half. They would get as much as 9.5 points extra but that would still be an F or how is the scale set up? I have been trying to implement this instead of them redoing a test.
Thank you

Myra

10/13/2017 06:29:29 pm

Would you suggest this for second graders?
My grandsons teacher is using this procedure

Lisa

6/14/2018 04:34:18 pm

Thank you for sharing tips! In respect to quizzes, grade immediately to pass back the next day as a warm up. Have students work collaboratively in their groups to compare and correct their answers for points on warm up grades (using a point system). Many of my students have no interest in doing anything that does not earn points.

Craig VanCamp

5/26/2016 10:18:58 am

I still have a lot of reservations with this system. A student could easily pass there math class with some "effort" even if they lack "understanding". The grade should represent what they know. I guarantee every teacher will have student parrot back a written response from a friend or a parent, without being able to solve that same problem a week later. Also, by allowing these outside resources as help toward their grade, you are creating an unfair playing field.

Math Giraffe link

5/26/2016 02:52:31 pm

Hey Craig,
Thanks so much for commenting. It does in some ways reward effort, but I have often seen that effort leading in turn to stronger skills (doing the corrections is like studying again). So I think the two go hand-in-hand. Good points about the outside resources. Ideally, students without any outside help do these right with the teacher, like extra help hours or tutoring. Any student has an opportunity to do that, and they can benefit a ton from it. Your concerns are definitely real challenges, but with a little vigilance in enforcing the guidelines, the parroting can be addressed. Once in a while I have had to ask a student to explain verbally. It's important that they understand that you will expect them to be accountable, and these points cannot be earned by taking the easy way out. Thanks so much for joining the conversation!
- Brigid

Cyndi

6/7/2016 09:37:11 pm

You could require them to do the corrections with you at extra help if you are concerned with outside resources. Also, I allow them to make up all tests during the quarter, but only 1 counts. This way I don't feel like their grades are inflated.

Brooke

4/4/2018 09:22:15 pm

I really like teaching

Tamara

6/1/2018 06:47:38 am

I use this and for quizzes I allow them to use their interactive journal/ notebook. So quizzes are open notes, whereas tests are not, but they have the option for test corrections.

Patty

6/27/2018 06:38:26 pm

I do exactly the same thing, Tamara! Since I do more "projects" as a summative score, the tests are not looked at as a stressor!

Judy Vincent

6/28/2018 11:37:19 pm

I use corrections for quizzes, not tests. This way students can learn from their mistakes, prove they know the material and then, in theory, do better on the test. I think of the quiz score as the "diagnosis" and the test score as the "autopsy".

Frida

6/30/2015 09:14:12 pm

Math Giraffe link

10/15/2017 08:27:45 am

Myra,
I'm not sure about 2nd. The youngest I've taught for math is 6th grade... sorry! It could possibly work with some adaptations I would imagine. Thanks!
- Brigid

Frida Shroyer

6/30/2015 09:18:30 pm

Do the students take their tests home to do the corrections? I suppose that even if someone else told them what to write down, they would still build understanding. Thanks for the great idea. (Sorry about the blank comment.) :-)

Math Giraffe link

7/1/2015 01:57:13 am

Yes, Frida, I do let them take it home. I even accept sentences like "My big brother / friend from the other class period showed me that I was multiplying the decimals the wrong way. I did not remember to account for the zeros," as long as they show the work and explain clearly that they now understand it. I am so glad that you like the idea. Let me know how it goes. I really love using this method. Thanks!
-Brigid

Marsha Eggburn link

7/14/2015 07:13:06 am

Have you notice any students copying someone else's work? And what do you do? Thank you for sharing.

Math Giraffe link

7/15/2015 02:40:10 pm

Hi Marsha, I do not usually have a copying problem, because they have to explain in sentences. If a set of sentences do match, then you can have them verbally explain it too. Maybe I should add a disclaimer to the procedure saying "You better be able to explain it to me out loud too!" :) I have not really had that problem yet though, because they know that I am reading the sentences.
-Brigid

Donna Donohue

8/9/2016 11:04:51 am

I use a method very similar to this and I have had students caught by my colleagues copying corrections during homeroom or other class periods (our policy as a team of teachers is that if any student is caught copying anything other than missed notes we take the papers and give them to the teacher that assigned them). My policy for copying corrections is I conference with both students individually to get each of their stories - I also explain to both of them that their choice means that their corrections will not count and their grades stand as is. I consider this a lesson learned and I do send home an email to both parents to let them know what occurred and to please talk to their students about this and the ramifications that this can have in their future (not just a missed opportunity for raising a grade).

Vicky Longcrier

9/18/2016 03:49:48 pm

I use a method similar to this but I require the student to have the parent sign the corrections. This way the parent may be able to offer a way for the student to do the problem that I have not addressed. I also like for the parent to be aware of any failing grades before the end of the grading period. I teach 6th grade Math and Science and my students are younger so many of my parents are still very involved. Our district also offers our parents access to their students grades online so many of my parents are already aware of the failing grade and are watching for the paper. This addresses many of my concerns about copying because most parents hold their student accountable for these answers. I also use these in parent conferences to show that they have had the opportunity and if the student used it to improve their grade and understanding. This also shows the student that their teacher and parents are working together for their benefit.

Ewhalen

8/3/2015 02:07:15 pm

I am very interesting in this procedure. So when you correct their tests the first time, do you simply note how many points they lost for each incorrect problem. I would assume you don't find their mistake and write the correct answer.

Math Giraffe link

8/5/2015 11:07:03 am

Hi,
It really depends on the content, and sometimes even on the student. I often circle the line in their work where the mistake was made. I'm never trying to hide it from them or keep it a secret where they went wrong. They can easily enough find the correct answer on a friend's graded test. The goal is to get them to understand, explain, and fix it up. I want them to prove that they now understand it.

jananian link

8/29/2015 10:03:10 am

What do you do at your meeting with students? What if they come to you with only a portion of the work done? I assume they only get credit for the completely corrected problems and that you go over the others with them. Do you normally give partial credit on problems, and if yes, can they earn 1/2 of the points you took off on the original paper for those as well?

Math Giraffe link

8/30/2015 02:31:29 am

Hi jananian,
At my meeting with students, it's more like tutoring. We actually go over what the student still needs my help with. This is done before the test corrections are due. The point is to help them to fix the errors of they still do not understand the content enough to do it alone. I do grade with partial credit, and yes, they can get half of these points back, but I don't go beyond half points so if they lost two different half points and correct both, they can get a half point back. However, if they only missed a single half-point, I do not give a quarter of a point.

Lennetta Gray-Brewton

10/15/2017 03:02:24 pm

Hello!!! I am now, also requiring that the scholar attend tutorial session. We call our after school session Power Hour. They must then list at least three strategies they have completed to address the issue of their low score. (Attend power hour, make corrections to quiz/test, extra practice, USA Test Prep). etc. Once the scholar does this, they must provide written date as to when they wish to take a retest/requiz on that material.
Just want to increase the opportunity for scholars to grasp concept/process.
I admit this is a bit much, but it does put more responsibility on them. In addition, if I'm not given their retest/requiz date, the new test/quiz would not be available. I place the info the scholar has provided in their file for documentation.
This helps to keep me organized. We shall see how it goes!!

Jananian link

8/29/2015 09:59:14 am

I have used this process. My difficulty comes with those students who don't really correct their work. It is still wrong - sometimes they even copy what they wrote down on the original tests. I found that I was correcting the same thing twice and started getting backed up. Have you run into this problem and have you found a solution?

Math Giraffe link

8/30/2015 02:26:50 am

I do not give the credit in that case. Since the students know they only have one chance at this, they either get help or they don't even bother with trying to correct it. I think if you make it clear that you will only take your time to look it over and give back any points if they have done conscientious work, the kids tend to take it more seriously.
Thanks!
-Brigid

Nina

10/7/2015 09:19:15 pm

while looking for answers in the web about how to make a point to my son's teacher and the principal of the school about the teacher asking the parents to correct the math test, I come across this nonsense, WHERE ARE YOU informed and responsible parents?
Since when parents correct tests? It is part of the teacher's responsibility. Teachers have to go through the questions one by one for the sake of the students. Stop counting on parents and tutors. I see there is time for parties after parties, Halloween...this and that and you can't dedicate 15 minutes to give this chance to every student in the class to learn from the mistake?
This is horrifying!!!!

Math Giraffe link

10/7/2015 10:06:28 pm

Hi Nina,
I get where your frustration is coming from, but this truly is not horrifying. :) Parents actually love this system. Just to clarify, this is an ADDED step and does not replace the teacher's help.
A teacher can still go through the test in a full class setting (which takes longer than 15 minutes) and clear up the common misconceptions. However, each individual student has his/her own different areas of confusion. That is why I love to do this over a full week, so we can work together at different times. A student who wants to do it together with me can sit down and have one-on-one time, which is much more beneficial for the student. In cases where a student cannot stay after school or come at recess, we even can fit this in during homeroom, study hall, or a few minutes of quiet work time during class. It's really great for all people involved. A parent only has to be involved if the child and parent choose to work on it together at home. The option is there. Hope everything works out well for your son this year.
Happy Fall!
-Brigid

heather

4/1/2016 07:56:34 pm

Nina, I would also just like to add here that by the time a student has taken a test they have received whole class instruction and review on the material likely 3 to 4 times and at that point need some one on one to understand material.

Lori

10/19/2015 09:30:25 am

Nina, did you read the same article that I did? She is giving the students options. Of course they can come to her for help. (and by the way, help for a student that is struggling is rarely 15 minutes, it is often 60 - 90 minutes) I am always happy to help a student that wants to improve. But the student can chose where they get the help: Teacher, Classmate, tutor, parent ... whatever works for them.

Math Giraffe ... love this. Trying it this week with my 9th grade geometry

Math Giraffe link

10/19/2015 10:28:26 am

Thanks so much, Lori :)
I hope you and your students love this!
-Brigid

Mandy

5/1/2016 07:49:05 pm

Nina, I'm under the impression you did not actually read the article. Where does it say that a parent would correct the test, and how did you get the idea that the teacher is not available to help? I also sense that you have no concept of how much time teachers spend prepping, grading, planning, and all of the other things that go into doing our very best to provide the very best education we can for our students. The only thing that takes only 15 minutes per student (which, by the way adds up to 15 hours for me, and I work in a rural school!) is perhaps the photocopying.

Julie

7/22/2016 12:08:36 am

Parenting is tough work and I understand being a math expert especially beyond basic math should not be expected!! I don't think any teacher expects a parent to be doing the teaching! BUT teachers are VERY limited with time! Especially 1-on-1 time! Every year I have parents that assume I eat bon bons before school, during prep, and after school! HAHAHA!! I have worked very hard to stay only 30 minutes extra at work each day and take home about 2-3 hours worth of work each week to do at home. This works out to only be about 5 hours beyond a typical work week and in the teaching world this is almost unheard of! Every minute I spend with a student before school, after school or during prep is really just a minute I add to staying late, or bringing work home. I have never turned down a request for help outside of class time, but it is HORRIFYING to see what parents assume we should give up in our lives for their son/daughter when they could probably just take 2 minutes to find an expert who explains the topic as well as we do on YouTube! It doesn't take much to help a teacher :) But I have NEVER had a parent asking if I needed any help! Man! I am getting rilled up! Teachers sure don't get paid enough!!

Math Giraffe link

7/22/2016 11:01:48 am

So so true, Julie! It's unbelievable the number of hours math teachers put in, especially with all the extra help. It's so great when teachers and parents both have a passion for it, though! :) We can make it happen! Videos at home are a great idea. There is so much available now for getting kids the help they need. Thanks so much for joining the conversation! Have an awesome school year :) And maybe do try a few bon bons before school - it may help! haha
- Brigid

Robin

9/18/2016 03:09:58 pm

Julie, tell me your secrets! I couldn't begin to plan, grade, help kids, contact parents, and handle all school related business in 5 extra hours per week! I routinely work 10 hour days with another 4-8 hours on the weekend. But we are a standards-based grading district. I would never be allowed to only give back half the points. His students have to have chances to demonstrate mastery Multiple times. Many, therefore, don't really start trying until halfway through the semester.

Julie K

10/23/2016 10:01:01 pm

I'm pursuing the web right now to try to learn some new grading/homework management...I'm a National Board Certified math teacher of 18 years and I work in a high school where I have 160 students/day between three sections of Alg 1 and two sections of Algebra2. I "grade" HWK the day after it is assigned out of three, based on completion and work shown (kids write score at top and I walk around with clipboard, recording scores, while they check them in pen with posted answers). By chapter's end, students are to have corrected all missed problems, with correct work shown AND correct answers (which I gave them) on a separate sheet. If they keep getting X=2 for an ans and they are supposed to get X=3, then I encourage them to ASK ME TO HELP THEM!! I give class workdays after every three lessons or so (day before a quiz as I have two quizzes a chapter) to work on these. They can obviously work on them at any time!! The day before the test, they complete a Homework Quiz, using only these homework assignments and their corrections. I ask for one problem from each assignment and they copy it down a master sheet, then turn in all corrections and all HWK assignments. They get a grade for completed HWK corrections. Ideally, students should be getting 100% on both corrections and HWK quiz, but some students just don't correct their homework honestly, or don't really "do" corrections. I'm at a loss for improving this system, and with two quizzes per chapter and a chapter test, with 160 students and we do all 12 chapters, I feel I'm grading papers ALL the time....HOURS and HOURS outside of school, along with any available minute during the day (including my lunch time).....help!!!

Lisa

6/14/2018 05:19:16 pm

A strategy that I use in reducing grading time is to identify 2-4 concept representative problems that I can quickly check on HW and scan the rest for “completion”. Best scenario is to do this as you walk around with a clipboard (write grades and footnotes on seating chart with a pencil). During warm up time, you’re taking attendance too. I can also give immediate feedback/clarification as a class for common mistakes or problems that many could not complete. I will sometimes extend hw due date another night so they can go back and do the problems that were an issue.

Susie

11/13/2016 06:46:20 pm

Nina, I, too, teach math to 5th graders. I hope you see my reply. A child's parent is the best first teacher. You do not rescind your responsibility for teaching when you send your child to school. As much as teachers want to give your child one-on-one tutoring in the particular area your child is failing, (and we really, really do), there just isn't always time. My own three children looked to my husband and I for help with their school work. Use it as a time to connect with your child and show how much value you give education and doing well. Not only that, the teacher is not asking you to correct tests, he/she is asking you to assist your child in finding their own mistakes which is a far more powerful learning tool than just correcting a paper.

Kristen Acosta

11/2/2015 11:17:43 am

Good morning,

I have used this procedure for YEARS in my middle school classroom. We have to face the facts that some kids are going to have a bad day, didn't have time to study, or possibly needed extra time to learn the concept. In giving them time to correct their mistakes, I believe it's all a part of the learning process. And yes, I gave them half credit for each problem, however it had to come back with a teacher signature.

Parents loved it, students appreciated, and I didn't mind it either. It's a win-win (as long as you don't mind re-grading a few answers per test). The ownership/responsibility gets put on the students which is needed.

Math Giraffe link

11/2/2015 03:20:38 pm

Thanks so much for your thoughts, Kristen!
I love hearing from other teachers who have loved this type of structure. It definitely is part of the learning process. And you really do see that accountability :)
Happy November!
Thanks!
-Brigid

Michelle

11/5/2015 05:22:07 am

I felt as though I had written this! This is almost the exact same policy I have in my classroom. It takes a bit of time, but it is worth it!

Math Giraffe link

11/5/2015 07:59:35 am

Hi, Michelle.
Awesome! Yes, so true. It is always worth it. :)
Thanks so much for your comment. Have an amazing day!!
-Brigid

Susan Hirsch

11/5/2015 08:00:31 pm

I have used this process for many years, it works great; especially after the first student's grade goes from an F to an A.

Math Giraffe link

11/6/2015 11:58:58 am

Hi Susan,
I have not had grade changes that drastic, since I only have ever tried half credit back. Have you noticed problems with students who originally got an A being upset with that? Or anyone not putting in their best effort the first time around? Thanks so much for sharing your own experience with this. :)
-Brigid

Audrey

8/12/2016 09:21:53 am

The best that a 59% can go up to is an 79.5%, so not really F to A

Lori Laskoskie

11/11/2015 02:44:12 pm

I use this policy in my classroom as well and I love it. My students learn from their mistakes. I wish more teachers did this process, especially with math. To the parents who say this is all on the teacher and that they are not supposed to "teach" their child. It takes a village to raise a child and you have been teaching your child since they were born. If the subject matter is not something you excel at, just have your child work with their peers, or their teacher. No one said that you have to teach your child every subject, just like most teachers are not expert in every subject matter taught in school. I know this works, because my students' grades have improved.

Math Giraffe link

11/12/2015 11:59:47 am

Hi Lori,
Love your comments!!! Thank you so much for taking the time to add to the conversation. I appreciate your insights and awesome points. :)
-Brigid

Lisa

6/14/2018 06:25:21 pm

Lori,
You’re so, so right! It takes a village. Not too many years ago, parents supported the classroom with routines at home, communication, and accountability. Somehow, much of society has shifted accountability mostly onto teachers. I work in a low SES school where parents work at night, two jobs, no adults in the home speak English, children living in homeless shelters, or the students go to work after school. It’s not easy for parents to support their children’s education when they’re simply trying to survive. I DO find these parents STILL show interest, now that we have alternate communication options. I have the luxury of contacting parents through our gradebook system, Remind, voicemail, Google Classrom, and Google Translate. I’m able to keep in communication with about 95% of them using at least one of these alternatives. Unfortunately, it requires a lot of my personal time to reach out to them.
It would sure be nice for the public to understand how far above and beyond teachers go to help students. They have no insight into how much work we do behind the scenes.

Brigit

11/14/2015 04:35:35 pm

I gave this option to my Algebra 2 kids just yesterday. I was so frustrated with their scores that I told them they had the weekend to correct it, but I like the idea of having a week so they have time to get help. Thanks for sharing!

Math Giraffe link

11/17/2015 12:01:31 pm

Hi Brigit,
I'm so glad you're trying it. I hope it goes well for your class. Yes, I think a full week is usually just the right amount of time. Thanks so much for your comments :)
-Brigid

Jann

1/10/2016 07:49:46 pm

I am so excited to try this! I'll let you know how it goes!!

Math Giraffe link

1/10/2016 08:28:57 pm

Awesome, Jann! :)
Thanks so much. I hope it's great for your classes. Yes, please report back to let use know how it goes and any tweaks that work well for you! :)
-Brigid

Julie

1/24/2016 06:18:08 pm

How would I use this system with proficiency grading? I don't typically work with points and percentages. My students get a 1 on a learning target if they can show some correct mathematical reasoning. I award a 2 if they have mastered most of the concepts and are nearly proficient. Students who have displayed proficiency get a 3, and to those who have made extensions, who know the target well enough to teach it, I give a 4. I suppose they could achieve up to a 3 if they are able to explain why their solution was incorrect and how to fix it.
My second question has to do with giving students their exams. At my school all exams are archived. We only let students look over their exams within the classroom. This is done for two reasons - so that exams (or parts of exams) can be reused, and so that teachers have a record of student performance. Any thoughts on how to manage this?

Math Giraffe link

1/25/2016 07:43:44 pm

Hi Julie,
Those are definitely challenges, but I think that those tweaks with the proficiency scores could work!
I wonder if your students would be allowed to have access to the exams in a tutoring center, where they can go over it with an adult/peer tutor?
Otherwise, it may be that you have to only limit it to appointments with you to go over it, and remove the options of outside help, unfortunately.
If anyone else has thoughts or experience with this situation, hopefully they will chime in! :) I hope you can find a system that works well.
Thanks so much!,
-Brigid

Linda

3/22/2016 11:55:54 pm

My students are not allowed to take their tests home, so we do our corrections one day in class. The students who scored well and aren't doing corrections serve as peer helpers. Plus I am also available for help as well. Almost all of the students do corrections because it is done in class instead of at home.

Allison

11/18/2017 02:07:42 am

I also use this policy, and I do not allow the tests outside my classroom. If the student is unable to complete the corrections in my classroom, then I have them write down the questions on a separate sheet of paper to take home to work on. This has worked well for me and my students.

Lori

1/26/2016 10:14:10 am

A colleague shared this method last year - not sure where she saw it. It has worked really well. Parents and students love it. I've only had one ugly conversation with a parent who wanted their child to get credit for "trying" a second time - then I showed them that what was turned in was the same - no corrections - as what was incorrect on the test. What do they learn from that? The trick for me was sticking to my guidelines and not giving credit to students who did not follow them. When they realized that they had to follow the guidelines to a) get 1/2 points back and b) to learn how to correctly do the math, they got on board. Also, I run a lunch bunch for math help so I always have a lunch bunch available between the time the tests are returned and the corrections are due to help those who need it. It can be a time consuming to correct the one problem for a student so they can have 98 rather than a 96 but I've had to let that go and if they want to do the work, I honor that!

Math Giraffe link

1/26/2016 08:59:18 pm

Hi Lori!
That's awesome that it's working well for you! :)
I have had to do the same thing and really stick to my guns about it being done well and correctly. Stay stingy with those points! They will catch on so fast that you expect their best work, and it truly 's a win-win for everyone involved. Thanks so much for sharing your experience with this.
-Brigid

Math Giraffe link

1/26/2016 09:01:23 pm

And yes,it's totally those kids who only missed one or two problems in the first place who are guaranteed to do their corrections to get that point back! :) Made me smile that that's the case in your class too. They want that 98! Which is great!

Jane

1/27/2016 01:01:34 pm

I have provided opportunity for corrections and give back 1/2 points but often get the same answers that they had originally. I like the procedure and will use this for my next test ( correcting it now). I have to get past those students who want the 99% by correcting the one missed point. I love that they have to include at least 2 complete sentences explaining their mistake. I am going to try this during the next week. :)

Math Giraffe link

1/28/2016 08:00:15 pm

Oooh! Awesome :)
I hope you love it.
Let us know how it goes!
Thanks so much, Jane.
-Brigid

Cindy

2/8/2016 03:40:51 am

Do you give partial credit while grading the first time around, or is it all or nothing? Just curios.
What if they give a very mediocre sentence/explanation?

Math Giraffe link

2/8/2016 02:38:52 pm

Hi, Cindy! :)
Yes, I do like to grade all work and give partial points during regular grading. And of course, you have to use your judgement on the explanations. If the explanation is not thorough, sometimes I've called the student up to verbally explain it. That usually helps me determine whether he/she gets it and had trouble putting it into writing versus not giving it effort.
Thanks so much!
-Brigid

Mahsia

2/9/2016 05:40:19 am

Love this idea! I've been struggling with retakes as well and I'm going to give this a try. Hopefully this helps. Thanks!

Math Giraffe link

2/9/2016 09:08:48 am

You are welcome, Mahsia!
I hope it solves your retake problems. I think it is all around better for everyone... Win-Win! :) Good luck! Let us know how it goes and any ideas you come up with for perfecting it even more. Thanks so much!
-Brigid

Shannon

2/12/2016 06:52:18 pm

I really like this concept. I'm a new teacher and my department here allows students to retake tests if they want. Students first complete test corrections to be eligible. Then they must retake the test to replace their original score (instead of immediately receiving 1/2 credit back). What are your thoughts on this???

I ask because I have some students that don't take the tests seriously the first time or end up retaking every single test. I would be afraid that without retakes a student could pass a class without ever passing an assessment. And then will they do OK in their next class?

Thanks for any thoughts you or your readers have!

Math Giraffe link

2/15/2016 02:05:23 pm

Hey Shannon,
That actually sounds really smart. This way you can get the best of retakes and corrections rolled into one. I do agree that students need to pass assessments to pass the class. That's why I like to make quiz grades stand as is. Also, I do not allow correction on finals and midterms, which I use as cumulative assessments. I find that this way, the grades do reflect the learning really well. I also make pretty rigorous tests.
Thanks for sharing your own methods. I love the idea of combining this as a step before a retake.
Have a great day!
-Brigid

Patti link

2/21/2016 12:03:43 pm

I have been using this for years! And you are absolutely correct that when you are sitting in a parent conference and explain to parents that their student did not use the opportunity, they turn to the student. It is also a great response when students ask if you will offer extra credit. My reply, every time we had a test you had an opportunity for extra credit, did you use it?

Math Giraffe link

2/23/2016 08:19:43 pm

Yes! That is probably my favorite feature of this program! :)
It is such a clear way to share the accountability with the right balance between student, teacher, and parent!
Thanks so much for commenting, Patti!
-Brigid

Pat

2/21/2016 07:47:48 pm

I have been doing this for the past 17 years. I call it an Error Analysis. I teach middle school math. I also require them to tell me who helped them with their corrections. They can work with me, a sibling, parent, another teacher, etc. at then end, they must write a short reflection on the process and what they learned, and what they plan to do in the future to better prepare for a test.

Math Giraffe link

2/23/2016 08:21:05 pm

I love that you also have them tell you who helped. Great addition! Very cool that you have already been doing this for so long :) Thanks so much for sharing your veteran view on this, Pat!
-Brigid

Bill link

3/7/2016 07:05:10 pm

I do this but I make it a ticket for a test retake. In my class I teach towards competency at a standard, so whether they get it on the first take or second if a student displays they can achieve a 100% it goes in the grade book. When a student gets a good grade and calls foul I tell them they had to work a lot less for their A or B than the student who had to write out their mistake and then correct it, and then take a retake exam. If a student does all that they have earned the better grade, and if they got it on the first try they've earned not to have to deal with either the low grade or all the retake protocol.

Math Giraffe link

3/9/2016 04:17:58 pm

Hi Bill, So true that the ones who score better the first time around save themselves a lot of hassle and time. I like the idea of using this as a "ticket" to re-take. I have never yet tried grading by eventual competency towards a standard. Thanks for sharing this strategy. Really interesting! :)
-Brigid

Cathy

3/13/2016 07:55:16 pm

Thank you for sharing. I used to use this system before I started grading on a proficiency system. I really like the idea of students figuring out what they did incorrectly, explaining the mistake, and reworking the problem. But I prefer to use this in conjunction with a retest system. I do not give students any credit for corrections, but they know that these same learning goals will be on their next test so this is an excellent way for them to continue working. No credit means they don't get parents to do it for them because that doesn't help at all. It makes a difference too that each time students test a learning goal, the new grade replaces the old. My goal is that my students continue to work on learning, and that their final grade reflects what they know and can do at the end of the grading period.

Math Giraffe link

3/14/2016 04:21:09 pm

Hi Cathy,
Really great input! Thanks! It's cool to see that more people are grading for proficiency now, and combining this with a retake. I am intrigued by this idea. I have to learn more about how to implement it. Thanks so much for sharing! This system sounds really good for the kids.
- Brigid

Judy H

3/20/2016 01:12:44 am

Thanks for sharing, Cathy, I like your approach.

Judy H

3/20/2016 12:21:44 am

I have never considered doing anything like this, but I think I may try it next semester. I teach community college statistics. It matters very much to me that the students understand the material, and this is a good way to ensure it. I also like that you only allow a week. I am always concerned that while they are trying to make a better grade, they are neglecting the newest material.

Math Giraffe link

3/21/2016 09:12:22 am

Thanks, Judy! Yeah, it's so important to make sure that the snags are taken care of before moving on, even if it has to happen WHILE moving on. It's a tough balance. I hope you like trying a strategy like this. :)
-Brigid

Totiana

3/24/2016 09:19:21 pm

I have used a procedure similar to this with my fourth graders for the last few years. I will say though, that I only allow those that score below an 80 to turn in test corrections. With 70 students, I just don't want to take the time to grade that many tests again. Plus, I feel an A or B is an acceptable grade in math.
And, it is GREAT for parent conferences; responsibility of bad grade off the teacher.
I have the procedures posted as well where students must do all corrections on a separate sheet of paper and show ALL work.
I really like your idea of them writing a sentence with it about what they did wrong. I may add that in next year!
Thanks for the idea!

Math Giraffe link

3/25/2016 12:06:29 pm

Hi Totiana,
Thanks so much! Do you ever have a problem where a student who originally got a 79 then can end up with a higher score than a student who got an 80 on the first try and did not get to correct? I hope you like trying the sentence approach. I love how the results! :) Thanks so much for sharing your own approach. Have an awesome weekend!
-Brigid

Sarah

3/28/2016 03:52:38 pm

Do you every use the same tests in future years? I've always kept student tests for 2 reasons (I usually pass back to look over and clear up any questions, then re-collect). I like to have them in my possession if a parent would like to come in and look over them and I may reuse that test a year or two down the road and don't want it passed on to younger siblings or friends to memorize.

I love the idea of test corrections, but I think I'd have to let the test go home or provide for a corrections day in class. Any thoughts?

Bryan

3/28/2016 03:54:48 pm

Following this post.

Melanie

3/29/2016 07:48:58 am

Following

Math Giraffe link

3/29/2016 08:09:16 am

Hi Sarah,
I always end up creating new tests each year, just based on what other focus more on, what lessons I shift to put together. Etc. So I let it go home and then be kept by the students. If you plan to repeat a test, I'd say keep it all as an in-class thing (or in the care of a tutoring center if your school has one).
Thanks so much!
-Brigid

Trish Davis

7/22/2016 07:04:53 am

The students in my high school math classes get a journal at the beginning of the semester. Our department no longer allows for extra credit or giving back points on a test in this way. The students do all the corrections for each test in the same journal. They only explain how to do the exercise correctly. Why reinforce incorrect ideas? The tests stay in class. The journals can go home. The journal is great for studying for final exams. The journal is worth half a test grade. A 100% journal usually bumps a students score up about 2 percentage points.

Anthony

3/28/2016 10:25:11 pm

I love this. I also do not agree with the retake. It is frustrating for both the kids as well as for me. I use a similar process that makes the student accountable for the test and the end result. I have not in the past allowed them to use parents and other students. This is brilliant and I wish I had thought of it. I have kids that get it and they want to help. Thanks for this post.

Math Giraffe link

3/29/2016 08:11:35 am

Hi Anthony,
Yeah, some students love helping each other or taking it to their own tutor, but some are more comfortable with me. This way it's the best of what works for everyone. I'm so glad you like it. Hope it works well for your classes! :)
-Brigid

Salma

3/29/2016 09:18:55 am

I do that with my students and it's working pretty well so far! So many students are willing to come and get half a point instead of retakes. For me, instead of making the test or quiz out of 100, or 50, I make it out of four like GPA. Each question would have 4 inner questions or more and they are out of four. After that, I would take the Average.
Thanks for sharing your techniques. I should do that one day. Being a teacher for six years has it's benefits ;)

Math Giraffe link

3/29/2016 02:06:16 pm

Thanks so much for jumping in, Salma! Great to hear your own experience. The four point grading system sounds really cool. I love that idea! :)
-Brigid

Alex

4/7/2016 08:09:34 pm

This is so amazing I could cry. You are a genius. Lol I'll definitely have to keep this in mind for if I ever become a teacher.

Math Giraffe link

4/7/2016 08:28:05 pm

Haha thanks so much, Alex! :)

Toni

4/9/2016 11:53:09 am

Hello!

I have been doing this for years and it is definitely beneficial in many ways. The one thing that keeps me from saying its perfect is that I don't now how to address the issue of problems that students didn't attempt at all or when their approach was totally out of left field. They can't really explain their error because they didn't make one (they didn't try or they had absolutely no clue). Personally I think explaining your error is the most important part of the corrections but I have wavered in that because of this issue. Do you make questions that they did not attempt unavailable for correction? I would then be concerned about students putting nonsense work for problems just so they could correct them later. I am hoping you have a solution that I have not thought of!

Thanks in advance just in case you have one! :)

Math Giraffe link

4/12/2016 07:33:55 am

Hi Toni,
Yeah, great question! What I do I set them correct it anyway. I didn't include this example on the paper but I show the kids when I teach this procedure: If you did not attempt it at all, you may write something like "I did not even know how to begin to approach this problem, because I had not reviewed the word problems, but after looking it over, I know I need to start by setting up a system of equations where one equation represents Joe's age and one equation represents Lisa's age. Then I need to solve my system. I get it now after reviewing my notes and going over it with my friend. (Show all work)" I also show how if it was a two point problem, they got zero the first time for not attempting it or being way off base, and after correcting they get one point for a perfect answer because corrections are only worth half credit. So it still all works out that they are not better off to intentionally put nonsense to correct later. Hope this explanation makes sense :) Thanks so much!
-Brigid

Math Giraffe link

4/12/2016 07:36:40 am

Sorry the first like was supposed to say "is let them correct" ... I got auto corrected ;)

Tina White

4/18/2016 09:29:06 am

What percent of a students overall grade do you assign to tests?

Math Giraffe link

4/20/2016 02:25:30 pm

Hi Tina, I've tried a few different scales over time, but found that around 20-25% works pretty well in middle school. I feel like it can go a bit higher in high school, at least from my own experience in both. Thanks!
- Brigid

Jodi

4/25/2016 01:28:07 pm

Thank you for this! I also do corrections for my assessments and give half of the points back. I am going to use some of your ideas for next year to make sure parents and students know exactly what is expected to get the extra points. I have been assigning corrections to everyone, but I do like the idea of optional. I like the sentences for explaining in addition to the work shown! Do you make them correct all problems if they do the corrections? I have had some students that only corrected a couple of the problems and I'm trying to decide my thoughts on this. I am loving your blog and your ideas! Thank you for sharing!

Math Giraffe link

4/25/2016 04:56:54 pm

Hey Jodi,
Awesome question. I do accept partial corrections. But you could go either way, I guess. I just remind them that they could have gotten even more points back by doing additional problems that they missed. I like to use that as a little lesson in accountability. Students get out what they put in, and that may be only a few points if they did not finish it all. Usually in this case, they ran out of time and are mad at themselves for not finishing all the corrections. Thanks so much for commenting! I'm so glad you can use some of this to tweak your process. :) Thanks for your kind words.
-Brigid

Marcia Wold

5/5/2016 09:45:10 am

My biggest concern is the amount of time this takes. I'm in a high school setting and if I give a Pre-Calculus test, that's 90 students all wanting help within a week. We don't have recess, study hall, etc. - just before school, after school, and lunch. Most students have sports after school and/or take an early period (starts at 7:15 am) so really the only time available is lunch. Thoughts?

Math Giraffe link

5/5/2016 03:09:56 pm

Hi Marcia,
Yeah the time is a challenge. Lunchtime does work well, and I have set up blocks of time with more than one student at a time for this, as long as they are in the same course (same test to correct). It works out well, because they like to go over a problem, and then immediately take the time to write up the explanation, so in the meantime while one writes, you can switch over to another student. Also, it can be done as a group, because they often are all stuck on the same few problems. Also, only a small set of students like to do their corrections with a teacher. Some prefer using the book or a partner, and surprisingly, many don't do corrections at all. I do like to bend over backwards to make time to help anyone who does want me, but it's definitely a challenge. I hope it works out well for you if you give it a try at lunch. :) Thanks!
- Brigid

Francis Kisner

5/14/2016 08:54:18 am

If a student makes the same mistake repeatedly on a test, should they have to write the explanation sentences for each of the problem corrections? Is redundancy a virtue here or does it deter students from the process?

Math Giraffe link

5/16/2016 02:15:18 pm

Hi Francis,
Yeah this happens a lot. If they made the same mistake, I allow a shorter explanation like "just like on question #3, I forgot the negative sign when I squared the numbers," because then they also still have to show the work for each problem.
Thanks! :)
- Brigid

jess

5/27/2016 10:56:16 pm

I so wish this was available to me in high school. I have developed horrible math anxiety. Even as an adult in community college, I'd find myself nearly to tears as the material just seemed so over my head. I worked so hard for that C.

I believe this method really helps those of us that need to understand why vs just following memorized procedure. I find once I know why I am doing something I finally understand.

Math Giraffe link

5/30/2016 04:20:51 pm

Hi Jess,
I think so many people end up in your situation. I really appreciate you sharing this. I'm excited to see more teachers starting this strategy so we can start to decrease some of that math anxiety and also work towards that deeper understanding. Thanks so much for joining the conversation :)
- Brigid

C. Freeman

5/28/2016 05:37:57 pm

I use this also. However, students must have all their homework done to take advantage of this opportunity, I am thinking about adding..."I may ask you about a question, so please be prepared to discuss it".

Math Giraffe link

5/30/2016 04:18:41 pm

That's smart to require homework to all be turned in first. What a great addition! Thanks so much for sharing. I love this idea!
- Brigid

Christy

6/1/2016 12:31:07 am

Hi, I teach 9th graders who don't seem to want to be held accountable for anything. I like the ownership this makes them take in their mistakes and relearning. Most of our tests are multiple choice and I find a lot of students don't show work. What format do you use? Do you still make them show their work when it is a multiple choice exam? Thanks

Math Giraffe link

6/2/2016 07:22:58 pm

Hi Christy,
I don't tend to use multiple choice. If I did, I may add the criteria that they can only do the corrections if they did show work, so we can clearly figure out where they went wrong. That may be motivation enough for them to start showing it. (One would hope!)
:)
- Brigid

Angie

6/7/2016 08:18:30 pm

What do you do about questions that students left completely blank. How do they explain that mistake?

Math Giraffe link

6/8/2016 07:12:10 pm

Hi Angie,
They can write "I had no idea how to approach this. But now after reviewing my notes I realized I need x formula and can start by doing ... " they they explain the correct procedure fully and show work. Sometimes they also write things like "I guess I should have studied more. I had completely forgotten that whole lesson in this chapter" which is fine with me as a reflection of why they were not able to answer. The process of going back to learn it and then show the work correctly is the goal. Thanks!
- Brigid

Cyndi

6/7/2016 09:42:31 pm

I use a similar procedure as well. I recently googled "test corrections and reflection" and a lot of good sheets come up that you can use for this purpose too. I have found that some of my students aren't clear enough using looseleaf for their corrections so I hope the sheet will help!

Math Giraffe link

6/8/2016 07:13:37 pm

Oooh very cool! I love the idea of a sheet for structuring it. I will have to check that out. Thanks so much for sharing that tip, Cyndi!
- Brigid

Steve Usher

6/23/2016 04:27:43 pm

I use a similar procedure, but limit test corrections to half credit back for a 70 max. If they want a higher grade, they have to retest in tutoring.

Doreen

7/2/2016 05:33:10 pm

I'm loving this idea. A couple of questions (concerns?). What do you do with the students who come in for help and really want to bring the grade up, but after reteaching and spending time, they still do NOT get the concept!

Also, what do you do if a student has redone the work correctly on the paper and even have a great explanation, but you don't think they actually did the work or explanation themselves and probably still do not understand the concept.

Thanks for the insights!...and for sharing...

Math Giraffe link

7/6/2016 11:05:31 am

Hi Doreen,
Those are definitely the tricky cases. I try to have them do tutoring to catch up. If you are unsure if they really understand their explanation, have them talk you through it out loud. If they really do not get it, they need to visit the tutoring center or make additional appointments for help after school, etc. Sometimes I will give a time extension on getting the points back in these cases if I know they are trying. Thanks so much!
- Brigid

Michele

7/5/2016 08:48:00 am

I love this! I'm moving to a middle school math position this year after teaching 4th grade for a few years. I love this and plan on implementing! I'm also curious though about the work being done by the parent. I've come across this with my fourth grade a few times. The writing was in parents handwriting. Do you still accept the corrections?

Math Giraffe link

7/6/2016 11:02:07 am

Hey Michele,
Thanks so much!
No, it has to be in the student's own writing. And if asked, they have to be able to explain it to me. A parent helping is ok, but the point is for the student to then understand and write it up.
Thanks! I hope it works well for your class.
- Brigid

B.Sims

7/11/2016 08:54:40 am

I am thinking about adapting this for my social studies class. Thanks so much for sharing.

Lynn

7/15/2016 10:08:36 am

I've used this method also a dressy love how it holds the student accountable. I am just curious to know if you ever drop their lowest quiz grade or homework.
Lynn

Math Giraffe link

7/17/2016 11:01:10 am

Hi Lynn,
I have done that when I was in a school where the entire math department dropped the lowest quiz score as a standard, but otherwise, no. Thanks so much!
- Brigid

julie

7/21/2016 11:52:45 pm

Here are some things to consider...
Maybe it is just the make up of my classroom, but I think in best practice a few things should be considered! (Keep in mind my opinion comes from my perspective, a 6th grade middle school pre-algebra teacher)
1. Put yourself in the shoes of a struggling student (many that need to retake a math test come to you lacking the skills to do the math you require, they often appear to slack, but really this is a coping mechanism because class is very tough for them). Would you set up an appointment with your math teacher (who thinks that you have been slacking)? I wouldn't!! Now in the shoes of a capable student (that probably scored a C or better), this seems like a feasible plan.

2. What are your goals as their teacher? My goals are for students to master as many learning targets as possible and make maximum growth. Will this plan allow that? I again think it will for a B/C capable student.

3. I have about 10% of my student with english as their second/third language...these students will struggle with the written sentences and might choose not to do it because of this!

I change my mind often for how I run my classroom, but no longer choose the 1/2 point return. I love Rick Wormeli's explanation for retakes (just google him, I am sure great videos will pop up). Basically he asks would you rather a student learn late or never...I think this fix it up method pushes our lowest students to choose the never option because the late option doesn't have enough incentive! Also, it is uncomfortable to ask for help when you are incredibly needy!

Next year I am trying something new:
I am breaking my test up by learning target (this is not new) each target has 4 questions. (New) If a student receives 0, 1, or 2 correct out of 4 they will receive remediation on that learning target and retake the target during class (1-day is reserved). Students may need to retake the entire test, that's ok. Their new score will REPLACE their old score!! The first retake will not be an option for low scorers, if further retakes are still needed then they will need to work outside of class time, but I think this will be just enough to get the vast majority of my students passing each learning target! Also, as extra incentive students that are not receiving remediation and retakes are getting "genius time" basically an academic free choice day...easy to manage! I will check out the laptop cart and work my tail of with my struggling kiddos!
Best of luck to everyone!

Math Giraffe link

7/22/2016 10:57:53 am

Hi Julie,
Great points. It probably would not work to do the sentences with students who are not familiar enough with English. I did not have that challenge with the student body in my area. I have a lot of concerns with replacing the original score, though. Especially at that age, teens and pre-teens just do not have the maturity to think ahead to study and try the first time if they know they will have a do-over at no cost at all to them. Thanks so much for sharing your thoughts! I loved reading your perspective :)
- Brigid

Julie

7/22/2016 04:10:43 pm

Brigid,
What if you had one chance to pass your drivers test, or the bar exam...there are many bigger more important tests in life we can redo! I understand the feeling you have, I have had it too, but I have replaced the grade for retakes for 2-years (this part is also not the new thing I am trying this year) and it is great! I have never had an A/B student retake because there is more risk for them (if you do worse your score is replaced with a lower grade!!) this prevents kids from going back just to try to ace it! I still only had 1-2 kids retake each chapter when I wished 15-20 would have chosen the option. What is new for this year is that they will retake just the sections they did poorly on and it will not be optional, which does encourage them to prepare for the first test! Kids hate taking test most kids will avoid 2-tests if possible. :)

Math Giraffe link

7/22/2016 10:56:03 pm

Gotcha, Julie.
I am glad to see more detail (or maybe I missed the boat on your method before) -- This sounds like a great alternative. I get what you are saying about risking a lower score. There is still motivation in place to ace the first test. Thanks so much for clarifying more of the process for me. I was oversimplifying it in my mind. (sorry- it would not let me comment on that later post, so hopefully you still see this one :) I really appreciate your explanation. I especially like the idea of splitting it into portions for retaking only one section.

Jennifer

7/22/2016 05:47:15 pm

Hi. I love the idea of test corrections and I use it in my classroom. However, I do it a little differently. Students are given the class period to make corrections. I do like the idea of them getting a week so they can get help, however, how does that work with "test security"? At my school, we give common assessments.

Math Giraffe link

7/22/2016 10:58:26 pm

Hi Jennifer,
Yeah, that may make it tricky to do the full week. I prefer to re-make tests each year. Can they check it out in a tutoring center or anything within the building? Maybe something like that would be an alternative. Thanks so much!
- Brigid

Juli

7/24/2016 03:25:08 am

I have taught higher level high school math for a long time. My goal is to prepare students for post-secondary success. How many of us have been given the opportunity to "re-test" or correct a test for points in college? Therefore, I concentrate on teaching my students to prepare, ask for help, and take responsibility for their own learning BEFORE the test happens. I give them a study guide, with questions similar to those that I will be asking on the test, a week before the test. I guide them through a few questions on the study guide per day and tell them to review additional examples from past homework, come in for help, or use Youtube videos if they are still struggling. You wouldn't believe how many of my students "blow off" the study guide (which is a required grade) and parents who come to me after progress reports demanding a "re-test". I am concerned that we are guiding students to believe that there is always a second chance for everything, and therefore, by my students own admission regarding teachers who do this, they don't try so hard the first time. I also teach my students to make there own study guides by the end of the school year. Many of my students who have gone off to college, later return to thank me for teaching this skill.

Math Giraffe link

7/24/2016 11:08:47 am

Hi Juli,
Really good points- I do think that in grades 11-12 that college prep mindset starts to prevail. But before then, mastering the basics of math is a priority, so there has to be a balance. I have just seen too many kids pass on through without ever really getting those basic skills. I love your study guide idea. I think this could be the key to replacing the need for ever going back to a test. That's awesome that you are able to train your students to get the studying process right the first time. Thanks for the inspiration on that. I love this approach. Thanks so much for sharing!
-Brigid

Joan

6/22/2017 01:31:29 pm

Juli - I agree with you. I don't believe in retakes/corrections after middle school! So many students say "Don't worry, Mrs. N, I'll get it on the redo!". Students need to be held accountable, the earlier the better. There are no redos in so many situations. How would anyone like their auto mechanic, plumber, surgeon, cashier (fill in almost any occupation) to say "Sorry, I'll do better next time!". Yes, there are always special cases, but for the most part, most of our students can succeed the first time. Not every person is an A student! And that's ok!

Maggie

8/1/2016 09:01:07 am

Hi! I'm really intrigued by this idea! My school allows test retakes if a student makes less than a B (80), and then any correct answers on that earn 1/2 credit back. They cannot earn more than an 80 even with the retest (unless they earned extra credit by turning in a study guide before the original test (can earn up to 5pts, based on accuracy). I usually only had students retake the questions they missed the first time because to redo the whole thing wastes my time and theirs if they've mastered some topics - especially since we'll come back to it in class for a refresh eventually :). The other thing is that the retest is a different version of the original, so they can't just memorize the correct answers from a friends original test. I'd love to include adding the 2 sentence explanation somewhere in this process, even if it meant completely changing part of it. Any ideas?

Math Giraffe link

8/1/2016 08:00:36 pm

Hi Maggie,
Yes, the sentences are crucial! They make a big difference. Maybe you can have them do the sentences for the original test as their "ticket" to retake. Once they have show you that they have reviewed it by writing it up in sentences, then you know they are ready to try again with your regular retake process. (?) Hope this helps! :)
Thanks so much!
-Brigid

Lennetta Gray-Brewton

8/14/2016 11:10:36 am

Thank you!!!! this is what I tell students at beginning of year and remind them each test correction activity. Sadly, however, i have never written it down this way.
I have posted this to my Google Classroom site and will post a copy in the room. Students will have own personal reminder.
It is important that students practice their writing skills-even in math class!!

Great assist!!!

Math Giraffe link

8/14/2016 08:23:19 pm

You're welcome, Lennetta!
I'm so glad you can use this. Thanks so much!
:)
-Brigid

Dawn

8/21/2016 03:23:59 pm

Thank you so much! I copied some of your wording into my syllabus. I look forward to trying this method!

Stacey

8/31/2016 07:20:23 am

I practice mastery learning in my classroom which means that students greases reflect what they know, not when they learned it. By waiting to hand back tests until everyone has taken it students don't get feedback in time with their learning process. They may not remember what they were thinking when they solved something incorrectly and thus not be able to change that procedure in their mind for the future. If students need to solve similar questions from those the originally missed to test the same objective and earn back full points then you show students that their grade really reflects their understanding. Students who miss one question can get to 100% and students who fail can get to 100% if they re learn the concepts and re take the objectives. This can eliminate compliance and effort grades and really focus on content. It also still puts responsibility back on the students to relearn and retake the test that you can remind parents of if they don't.

Math Giraffe link

8/31/2016 03:56:45 pm

Hi Stacey,
Thanks for sharing this in such detail! It sounds really cool. I am curious how you manage this. Is each student re-learning / catching up on a different unit all at the same time? It sounds tricky, but really interesting. My other concern is the teenage brain feeling accountable the first time around. It makes me think of the students who try to send missing work flooding in on the last day of the quarter. Do you have any strategies that have worked to keep them all up to the pace that they can handle? Thanks so much!
- Brigid

Leslie

9/9/2016 12:37:03 pm

I think I missed something on this. Do they take their tests home and correct with your procedure or do they talk about them outside the classroom and make the corrections in your classroom.

Math Giraffe link

9/9/2016 08:33:43 pm

Hi Leslie,
Yes, I do let them take it home, but a few teachers have also commented about school-wide testing procedures and cannot do this. So it depends on your own situation. Since I like to make a fresh test each year, I only use one once, and let them have it to keep and correct. Thanks!
-Brigid

Sylvia

10/15/2016 08:11:00 am

I have been doing this process exactly as you describe (freaky) for years and I love it and it has worked great for me. I agree with your point about evidence for kids that don't try.

Math Giraffe link

10/15/2016 01:52:40 pm

Hi Sylvia!
That is awesome! I'm so glad that you have seen these results too. Yeah, it is really great for accountability and showing effort. Thanks!
Have an awesome weekend!
-Brigid

Anya Carrel

10/24/2016 04:56:05 pm

Hi there,

I like the idea of explaining the mistake and then explaining or demonstrating how to do it properly. I disagree with the rigid timeline of a week. I also disagree with only allowing them 1/2 marks. To me this penalizes a student for whom it may take longer to fully grasp a concept. Shouldn't the student's mark reflect the concepts undestood and not the concepts understood by an arbitrary time and date. Maybe we just do things differently in Canada... Love your resources!

Math Giraffe link

10/25/2016 08:15:38 pm

Hi Anya,
Yes, some U.S. teachers grade that way too. I have just found that without a timeline, adolescent students just do not always have the internal motivation to study now if they know they can make up the full points later. At a certain point in time, they have to be held accountable. I choose to do that at each testing period, but then still give a chance for half credit. It is just too hard for them to pack all those concepts into the last month if they have failed all the tests throughout the year. This helps me space out the make-up process for lost concepts and gives them more structure. Thanks so much for your comments! :) I appreciate the Canadian perspective on this! Have a great night!
-Brigid

SALOME

11/25/2016 12:38:48 pm

Thanks for the procedure. I am willing to try this for my middle schoolers.

Mr. VdV

11/27/2016 01:27:22 pm

I am a proponent of the growth mindset, but I still want to encourage students to prepare for the assessments the first time so that they can focus on the material being learned rather than spend their evenings correcting a test for half credit back (or less if they do not correct correctly!). One policy that a colleague of mine uses involves providing a study guide and having the study guide serve as a "ticket" to do corrections. If the study guide is not completed, the teacher doesn't allow for corrections to be made. It is an interesting form of accountability for the students.

I am curious how the corrections "stick" and if these students truly understand the concepts after fixing their mistakes.

Thank you for your ideas!

Kathleen link

1/5/2017 01:33:20 pm

I really like this idea. Do you eventually take up the test with the whole class or make the correct answers available? I can see parents or admin having concerns if the tests are returned but never taken up.

Math Giraffe link

1/6/2017 09:14:12 am

Hi Kathleen,
Thanks!
Yes, usually (depending on how it goes on each test). They always get the corrected one back as well, and I do like to do a follow-up / questions after it's all over so everyone is on the same page.

Maggie

2/12/2017 11:59:51 am

I teach 4th grade and have been doing a version of this but it has been inconsistent...I love your procedures and the fact that students have clear expectations will be very helpful. I hate retakes because I feel it is unfair to the students that do well the first time and in real life we need to be accountable for our actions and we don't get re-takes for most of them. We can however take steps to remedy our errors, so I think this is a life lesson, as well as a math lesson.

I just want to comment on the value of students finding their errors. I think this is more powerful than solving it correctly, it really shows they understand the process of doing it correctly. In addition, on our mandated testing (PARCC) students are presented with problems and must see and explain the error in the thinking presented, so this is great practice for them.

Thanks for posting!

Math Giraffe link

2/13/2017 01:55:25 pm

Thanks so much, Maggie!
I really appreciate your comments on it :)
Have an awesome afternoon.
-Brigid

Heather link

2/15/2017 07:08:27 pm

I really like the idea of putting the correction procedure in the interactive notebook! I'm an English teacher but have a very similar procedure for corrections.

Brittany

4/2/2017 06:34:06 pm

On the test corrections, I teach high school math 1. Most of my students are the ones who do not care or do enough to get by. How would I address the issue of "I just guessed the first time" as a response.

Math Giraffe link

4/5/2017 10:30:14 pm

Hi Brittany,
I do accept this (the first time), but then they have to follow it up with something like "to fix this / do better next time, I need to study." Then, they realize that on the next test, this will not be an excuse without a clear explanation to me of why they let that happen again. If it does, I'd recommend a verbal follow-up with the student, and remember you can always make them re-do their corrections if you feel they just copied "I guessed" for every problem. If a student starts to take advantage, make them take it back to go over with a tutor, and feel free to require even more sentences / work the second time around. Or make them spend 5 minutes explaining each problem out loud to you to prove that they do indeed understand now. Then they will think twice about trying a lazy route ;)

Briana

4/8/2017 12:11:46 am

This is my third year teaching. And my third year with a different system for retaking tests. No retakes (department required) was too inflexible. Complete retakes where a mountain of extra papers.

This year, I have used your system. When I explain this system to the parents, MOST of them are on board. If a student or parent complains about the procedure for writing complete sentences, I remind them that it is entirely up to the student to decide whether they want to improve their score or not. If complete sentences are missing, I write a little note at the top of the redo reminding them,
circle the problem to be fixed, and only grade those that have where the criteria has been followed. (Complete sentences require capital letters and punctuation, I am super chill about spelling and grammar rules.) Staring down the irate principal's wife about the concept this year, was not a highlight of the year by any means. But I love the system and feel that it has worked wonders in my classroom this year. Thank you.

Math Giraffe link

4/9/2017 08:11:49 pm

Thank you so much, Briana!
It is really awesome to hear that this is what finally worked and that you are getting through those challenges to make it happen. I am glad you found that balance and are sticking with the parts that keep the students accountable. So great! :) Thanks for coming back to share how it worked out this year! Have an awesome spring!
-Brigid

- Becky

4/24/2017 11:48:56 am

I teach 4th graders - and have been teaching for 25 yrs. Re-Do's were very hard for me to 'buy in'... but the past 2 years have proven when done w/ accountability, it works. (most of the time) :)
- I have a W.H.Y. paper that students must attach to any paper (except our district unit test) that they want to learn from their mistakes. If the score is low - they don't have a choice. W = what problem did you miss? Re-write on paper. H = How did you miss it.. find mistake(s) and correct it. Y = your reasoning (directions/need mini lesson/ carelessness. and create ONE problem like the one they missed. Parents must sign the paper -
This is 1st semester. 2nd semester, they complete the W.H.Y. paper and then created 2 problems just like the one they missed.

Math Giraffe link

4/24/2017 08:28:12 pm

Wow, Becky,
I LOVE the WHY structure! Thank you so much for sharing this!
It's such a great idea to also have them create a problem like the one they missed. This is gold. Thanks a ton! :) I'm sure this will help a lot of people perfecting their corrections procedure. Awesome ideas.
-Brigid

Kathleen M Egan link

5/15/2017 11:58:21 pm

Brigid,
I have done this for years - half credit for corrected problems. However, I have not asked for written explanations. Thanks for this addition to a great practice.

Math Giraffe link

5/16/2017 09:33:16 pm

You're welcome! :)
So glad it helps. Thanks so much, Kathleen!
Have a great evening,
-Brigid

Andrea

5/24/2017 10:04:04 pm

Do you use standards-based grading? I guess I'm wondering what these test grades mean. If a student initially scored a 59%, then I would assume the student was functioning at a basic or emerging level. When the child completes this procedure and the score changes to a 72%, then it communicates that he/she is understanding at a higher level, but is that really an accurate picture?

Math Giraffe link

5/25/2017 07:56:00 pm

Hi Andrea,
As long as they prove that they understand in the sentences (if in doubt I have them verbally explain it to me), then yes, it usually does reflect the updated level of understanding. Since this can certainly be a valid concern though, I do make sure to have a heavily weighted final exam as well so they demonstrate that again at the end of the semester. Thanks!
-Brigid

Lynette

6/17/2017 11:31:35 pm

What I have found is that by going over the problem again and requiring them to explain it, typically they understand what they missed the first time through. I have found it also makes them a lot more careful the first time.

Lynette

6/17/2017 11:29:03 pm

I have used most of this procedure for years and agree it works beautifully. However, I have not required them to write out 2 sentences. I have made them do a t-chart outlining every step as they re-worked the problem, almost like a geometry proof. I do appreciate how you spelled out the procedure so nicely in poster form, that I think is a great visual reminder for the students. At this age, students need to own their work and outcomes. . .this is one way they can. It also satisfies parents when they want to challenge me on their child's grade, it gives them tools to help their child grow.

Math Giraffe link

7/8/2017 11:09:32 am

Hi Lynette,
A t-chart is a great idea! Thanks so much for sharing this idea, and thanks for your thoughts on this! Have a wonderful weekend!
-Brigid

Joan

6/22/2017 01:45:11 pm

How much time do you spend re-grading? In the past, in middle school, I only allowed failing tests the redo opportunity and I only allowed the grade to be brought up to the lowest D. I put these policies in place due to abuse. I did have them fill in a neat form which provided boxes for the students to write out original problem, original answer, work, new answer and complete sentence explanations.

Math Giraffe link

7/8/2017 11:03:27 am

Hi Joan,
I've played around with quickly checking them and assigning credit as they hand them in, and also with waiting the week for the whole batch at once. Either way, it's a little extra grading time, but well worth it. It does not take nearly as long as the original grading. I don't do partial credit on these by grading each line of work or anything. Usually the answers are all right this time around, so I quickly verify that they showed work and I read the sentences before assigning the points. Your method sounds really great too. I like the idea of a form. Thanks so much for sharing! Have a great weekend.
-Brigid

Nan

6/25/2017 03:29:48 am

I've used this same basic procedure for years (6 th grade math) and make them write what they they did wrong and what they had to do to fix it. My problem is I need to be firm about one week deadline and not writing full explanations. Another issue for me is I feel the same students start working the system by not studying the first time and taking advantage of getting tutorial help from me to walk them through each question they missed. This also becomes impossible to schedule multiple 1:1 time with students (almost every night after school) or even too many students at once when you have 90+ students. Retakes would be the same issue. It seems the underlying issues are not listening in class, not studying the first time, not knowing how to study, not using their notebooks and other resources to find how to correct answers on their own. The correction process is the best I have found but as you can see I am frustrated by the underlying issues.

Math Giraffe link

7/8/2017 11:00:16 am

Hi Nan,
Yes! Those challenges can be so frustrating!
I don't have any suggestions for the issue of planning on having another try and failing to study the first time, other than individual talks with those students (which can often work well - just to let them know you are aware and are holding them accountable).
For the tutorial times, I tend to let kids from all courses show up, gather themselves into groups, and walk through to help each crew (it tends to be the same few problems they all struggled with). They can also help each other, and I finally learned to accept that sometimes they will have to wait a little while for my attention, but that's ok. They learn to pull out their book or ask a friend as they wait for me. All methods of "help" are ok on these. Thanks for sharing your thoughts! Have an awesome weekend,
-Brigid

Veronica

7/2/2017 02:29:04 pm

Hi Brigid,
I used to use a very similar method; however, for the last few years, all of our tests have been computer-based (only). We also do not create our own tests; they are the same across the grade level. The test grades are used in county-level meetings to discuss data, etc. Grading is up to me, though. In order to use your method, I would have to print out copies of the test, look up which questions each student missed (who want to make corrections), look up their original answers, and make sure they keep their scratch paper so that they can see where they went wrong. This can definitely be done, but would be very time-consuming, especially with up to 150 students. I am really surprised no one else have mentioned that their testing is computer-based. Also, at my middle school, we are assigned extra duties during our planning periods and are lucky if we get 60 minutes each week to ourselves to copy, plan, etc. Any shortcuts or work-around ideas for any of these challenges? Thank you!
Veronica

Math Giraffe link

7/8/2017 10:52:07 am

Oh, wow. That definitely offers a challenge.
I have not had to deal with computer-based testing, but I bet it will become more common. I can't think of anything aside from having students record their answers on an answer sheet in addition to on the computer while testing. Hopefully someone who has dealt with this will chime in to offer solultions! :) Thanks so much, Veronica! I hope you are able to find a good way to make it work.
Have an awesome weekend.

Veronica

7/8/2017 11:00:34 am

Thank you for responding, Brigid. I really am surprised more people haven't had this roadblock yet. I am thinking that they could definitely number their problems on the scratch paper. I would have to go into the system to see which they missed and give them the test correction form to make corrections along with a paper copy of the test. Sometimes the questions appear out of order on the computer to help prevent cheating (everyone seeing the same problem at the same time.) If they show good work, though, they should be able to find the problems. They don't have to be out of order, though. A lot of factors and it will take time each time, but would definitely be worth it in the long run. Like you and others have said, they have to choose to want it, so it may not be a lot of students doing this. I gave out several extra credit projects this past year and only had a handful of students (out of 100) complete them. Of course, most were the students who really didn't need extra credit. Thanks again!

Lennetta Gray-Brewton

7/8/2017 01:02:21 pm

I, also, have not had the challenge of computer quiz/tests overall-with the exception of standardized tests. This would present some difficulty, I agree. I do no know that with the tech websites like "photomath", there could be some cheating and non-learning going on. Still if a scholar would go to that much effort, something has to sink it. Recall- I require that all corrections are on separate paper from original, must be rewritten, tell why original response is incorrect, and why the new response is the solution.
What other suggestions/recommendations do you have? Great to hear of best practices from colleagues!!!

Natalie

7/14/2017 01:12:50 pm

I use a similar procedure, with the addition of the parent signature. I need to add the week deadline, though. What do you say when students write "I ran out of time?"

Math Giraffe link

7/18/2017 06:54:58 pm

Hi Natalie,
Awesome question! And I love the idea of a parent signature.
I actually accept that answer, and the sentences can then be about their plan of attack (still fitting the criteria of telling how they can "fix" it).
I let them write something like "I ran out of time and did not get to this one. Next time I am going to try to spend less time on the multiple choice portion and do the longer questions worth more points first, then go back. I also need to study more for the week leading up to the test by doing practice problems. That will help because I was too slow on ones I could not remember the formulas for." (or something similar, depending on the situation). Thanks!
-Brigid

Kelly

7/14/2017 11:15:50 pm

Hi! I have used this procedure in my HS Algebra classes for the last 5 years and was considering changing for some reason (mid-summer thoughts, I suppose) but came across your site and it renewed my "faith" in the system we use. I think providing structured directions, like you do, will be the only thing I change. In the past, I've just announced the directions before hand and we all know how well kids listen. :) I'm always so blown away by how many students choose NOT to take advantage of the opportunity. In our online grade book that parents have access to I always post "Test corrections available for 50% additional credit and are due by ___ NO EXCEPTION." I'm very laid back in my class about most things but I never accept late corrections and the kids have all respected it. I love walking into a PTC knowing that I've offered every opportunity for success and putting the accountability on the student. I've never had a parent fight me on anything in regards to the policy. (Knock on wood!) I'm adding a new math prep this year and plan to continue using this system! So much less work than retesting and actually encourages thought about mathematical processes. Thank you!

Math Giraffe link

7/18/2017 06:56:52 pm

That's awesome, Kelly! Thanks so much for sharing.
It's cool to see that this works as well for other classrooms too! :)
Have a great evening!
-Brigid

7/30/2017 01:53:59 pm

I have been struggling with offering test corrections for years. Do you have any clauses in your procedures for students that do not have complete notes or majority of the practice assignments done? I find that 90% of the students who receive a 70% or lower are students that have not put in the effort prior to the exam. I also struggle with offering test corrections because students can use their notes/practice sets on the quiz; and if a student it struggling I will point out the corresponding problem from notes/practice to help them along. I also drop the 2 lowest quizzes at the end of the semester.

Math Giraffe link

7/31/2017 12:06:59 pm

Hi,
No, I have not tried a clause like that, but it's a great idea! If you give it a try, let us know how it works. I don't usually allow notes on quizzes, because I like for them to be smaller steps leading up to the test. That way they get a true feel for how they'd do on the test without notes ahead of time, and then can focus in on what to study. Thanks!

Michelle Perkins

9/18/2017 02:49:49 pm

Question - I am teaching science for the first time this year; do you have any suggestions for adjustments of this method?

Math Giraffe link

9/20/2017 01:23:25 pm

Hi Michelle,
I've never taught Science, but you could probably do a similar strategy where students explain their misconceptions in sentences. They just would not always have math work to show. I hope you can find a way to tweak it so it works for you! I do think students can benefit from analyzing and explaining their mistakes in all subject areas! Thanks,
-Brigid

Jennifer

9/30/2017 08:24:51 am

My apologies if this has been clarified somewhere in the comments, when your students take a quiz do you grade it right/wrong or offer partial credit? I'll be implementing this procedure this year for tests.

Math Giraffe link

9/30/2017 10:40:09 am

Hi Jennifer,
I have done it both ways for quizzes. Usually it ends up being partial credit because I like to avoid using multiple choice too much in math.
I hope this works well for your classes this year! Thanks! Have a great weekend,
-Brigid

Tara

11/14/2017 07:38:56 pm

I use very similar procedures. I cover them at the parent open house. I have very specific rules they have to follow. At the beginning of the year, I go over the rules. The first couple tests and quizzes I show them on the document camera exactly how I want it. If they deviate, the don't get the points. I allow anyone to make corrections. If a student gets below a 75% I require corrections. This has been so helpful when it comes time for conferences and report cards. I have a very specific way of tracking who makes corrections, that way I can always tell parents when and if their child made them. I do not do retakes either. I love this system!

Jennifer

3/30/2018 01:11:34 am

In South Africa, learners don't do re-takes and cannot earn back points/credits (marks). I teach in a public high school with 1 500 learners. 300 per grade. They do 2-3 formal assessments per term ( 2,5 months). I do informal (formative) assessments (10-15 marks) throughout the year to prepare learners for formal assessments. I mark them myself. I give stickers for improvement from previous test and for 80+ mark. I'm going to formalise my test correction procedure with your download, thank you. I will collect correction sheets and mark off on classlist. Then i can tell parents at parent meeting whether the kid is doing corrections or not. ( i record EVERYTHING , including revision tasks done/ not done)

Math Giraffe link

3/31/2018 09:00:16 am

Hi Jennifer,
Thanks so much for sharing your experience! So interesting to hear the differences. I hope this helps. Recording everything is definitely a smart move. Have a great weekend, and thank you!
-Brigid