How I Manage the Grading Problem

I have what some might call unique assessment practices. I allow redos and retakes on *almost* everything. For most of my career, I have taught mostly general-level, inclusion history classes. The needs of my students are usually widely diverse. Several years ago, I noticed that there was a movement on social media to throw out grades. Although I can’t completely throw them out, I started modifying some things in my classroom. Here are some of my current policies (these do not apply to my AP Psychology class; their policies are unique to their needs).

Test retakes: I found a test retake form on Pinterest and have since modified it to fit my needs. To request a retake, the student fills out this form. The student is required to submit proof of three activities they did to increase mastery. Ultimately, the three activities are up to the student, but some options are creating flashcards, rewriting notes in a different form, and completing section reviews from the textbook. Students must also attempt the entire test the first time to qualify for a retake. Any form of academic dishonesty negates the opportunity to retake.

Click the picture to go to the document.

Project redos: I give students the opportunity to resubmit projects if they do not demonstrate mastery. Sometimes, my instructions are unclear, and that affects their performance.

Flexible due dates: Not every student learns at the same pace, nor does every student’s situation allow them to demonstrate learning at the same time. I allow students to turn in work after my preferred due date with no penalty. I do input 0s as placeholders in the gradebook, but they are replaced as soon as the student submits the work.

I realize many people do not subscribe to these beliefs. I will write a separate post on my rationale for these practices. I’m happy to answer any questions about my policies, and I have written a few FAQs below.

Does this create more work for the teacher? Yep. And sometimes it’s a lot more work. I continue the policy because ultimately it’s what’s best for my students.

- A few strategies to minimize the need for redos:

- With projects, I try to give students a copy of the rubric when I assign the project. They can use this to guide their work.

- I also typically ask students to let me look over their work before they submit it. If there is anything missing or incorrect, they have the opportunity to correct it before turning it in. This saves me time in the long run.

Do many students accept the opportunities provided by these policies?

- Test retakes, no. Granted, I only had one history class last semester, but ZERO students took advantage of my test retake policy. One student in my history class has retaken a test this semester.

- Far more students take advantage of flexible due dates. Sometimes the higher achieving students turn an assignment in after the due date because they want to put more time to create a higher quality end product. Sometimes a student has had a life event that prevents them from completing the work, like a sick family member. Sometimes, a student simply forgets. And yes, there have been some that use the policies more than they likely should. But again, I continue it because ultimately this is what’s best for my students.

What exceptions are there?

- There are no flexible due dates if I am out. Students are expected to do their work with fidelity when a substitute is there.

- There are also typically no flexible due dates if the project is a large group project.

- Also, as I mentioned above, students must attempt the test completely to earn an opportunity to retake. If the first attempt is mostly blank, there is no retake opportunity.

- Additionally, students who are found being academically dishonest forfeit the opportunity to retake.

What additional benefits are there?

- No more extra credit! I rarely have students (or parents) asking for extra credit because they know my answer is going to be, “Retake tests.”

- It helps with equity. Some students need longer to master content, and these policies help that. Learning faster doesn’t mean better.

- It has decreased the number of unsuccessful students. We no longer have to go to the wire to see if a student is going to pass.

Does this not encourage students to be irresponsible? I think this is likely a matter of opinion, but I don't think so. I know I have forgotten or run out of time to do paperwork, lesson plans, etc. before, and I always appreciate a little grace and understanding. I try to extend the same to my students.