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Nov Resource of the Month: Assessment Retakes-Four Keys To Supporting Personalization

11/1/2022

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Overview:
As you shift your classroom to allow for students to have some control over the pace of their learning, building in accountability and embedded assessments are essential for two reasons. 
 
​1. Your students need to know you are holding them accountable for engaging in and understanding learning experiences- not just going through the motions. 

2. You need evidence that students are actually learning, making progress, and mastering learning goals so you can personalize.  

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We get the “retake” question often. 
Giving students multiple attempts to show mastery is important. It promotes growth mindset,  learning as a process, and motivates students to continue learning. Traditional one-shot, end of unit assessments leave many students feeling defeated and further unmotivated.  


Here are 4 keys to setting up your assessments and retakes to promote learning & student ownership instead of compliance:
1. Analyze your assessments
Your evidence of learning is only as good as your assessments. (Remember we are collecting formative assessment data as students are learning so we can personalize)   
  • What evidence of learning are you collecting? 
  • Does it reflect the depth of the standard or learning target?  
  • Will the results provide students with information about what they know and still need to learn? 

2. Use a pre-assessment
Pre-assessment gives you and the student information about where students start in a lesson block or unit
  • If students already know the content or have mastered a skill, they can then engage in a learning experience that requires them to transfer and apply in a more complex way. If a student needs remediation, you will have the evidence and can meet with them in a small group to close the gaps.  

3. Build in accountability
Avoid the retake “game” (ie....I will keep taking this assessment until odds are I get the right answers- we have all had that experience!!)  
Set parameters such as students can not retake a check-in/assessment until they have engaged in additional learning.   (They have to put forth some effort and time!)
For example, after each check-in have students complete a google form (This will give you an ongoing spreadsheet to manage student progress) Here are some sample questions:
  • What do you still need to learn?  
  • What will you do to learn this? (You may give ideas here- students usually need to go back and reengage in their notes/resources, practice or meet with the teacher) 
  • What questions do you have? 
  • Would you like to retake the check-in after learning more? 
You can check in quickly with students and meet in small groups to close gaps. 

4. Don't give the same assessment for retake.
​Students quickly learn that it is important to engage in learning vs just getting and giving the right answer. 
  • Create a couple of versions of a check-in/assessment with different scenarios or questions in different order focused on the same learning targets. 
  • And/or use embedded  assessment by modifying a learning task to give evidence of learning.  ​

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