How+I+Broke+My+Rule

=How I Broke My Rule and Learned to Give Retests by Myron Dueck = =A history teacher recounts how he helped his students answer the familiar question, "How am I doing?" =

Chris Hill's Summary & Ratings: This article examines the practice of retesting in order to motivate the lowest achievers. The author explains the process he went through in order to get students to “understand the target [knowledge] and take ownership of reaching it.” The author had students keep “tracking sheets” so they could see patterns of where they were making mistakes. He offers some anecdotal observations about how retesting befits both high and low-achieving students, how low test score is due to a lack of knowledge or related to question format, and how peers and students need to be convinced about the wisdom of retests. He also goes on to say that he has “considerable difficulty coming up with any examples of assessments in the real world that don’t have a retesting component. I disagreed with that. This article may be useful for a discussion around retesting policy if that is an issue among faculty members. A.6 B.8 C.9

Jackson Hall's Summary & Ratings: This article brought up some great points and gave a first hand example of a teacher that didn’t use to give retakes but changed his practices and started to give retakes to students. In the article the teacher writes about the first time he gave a retake to students and the problems that came with the retake. He then goes on to talk about how he has made the retake a smooth process that both he and his students are happy with. In the article he cites some specific observations he has made about students and retakes and the benefits he has found with both high and low achieving students. A 6 B 8 C 8